Changing and Choosing Together: A Case Study on Improving Professional Development and Student Achievement Through a Teacher-Initiated Early Literacy Program

Author

Theresa Connor Molinelli, University of San Francisco

Date of Graduation

2000

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Program

Organization & Leadership EdD

First Advisor

Patricia Mitchell

Second Advisor

Mary Peter Travis

Abstract

The purpose of this study was to ascertain teacher's perceptions of the success of an early literacy professional development program designed to achieve more meaningful student assessment, facilitate observation of effective teaching practices, promote teacher-centered staff development, and encourage greater teacher collaboration. This research study also examined the extent to which teachers believed that school- and district-administrative support for this program benefited their classroom teaching practices.

Recommended Citation

Molinelli, T. C. (2000). Changing and Choosing Together: A Case Study on Improving Professional Development and Student Achievement Through a Teacher-Initiated Early Literacy Program. Retrieved from https://repository.usfca.edu/diss/466