Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This capstone explores the impact that collaborative professional development between classroom teachers and reading recovery teacher can have on the quality of instruction and on student growth. A mixed-methods approach was used in this action research study including a literacy assessment that was administered to students before and after professional development, observations, and surveys. The data were examined and revealed that working collaboratively is beneficial for teachers and students. Professional development is a powerful tool to help improve instruction when used appropriately.
Literacy, Reading, Staff Development, Reading Recovery
Abrahamson, Tessa, "The impact of collaborative professional development between classroom teachers and reading recovery teachers" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4116.