LETRS® impact on teacher self-efficacy and student achievement
No Thumbnail Available
Authors
Meeting name
Sponsors
Date
Journal Title
Format
Thesis
Subject
Abstract
In an era marked by declining national and state reading achievement, the search to identify the most effective and scientifically grounded methods for teaching reading has sparked significant debate and interest. The purpose of this quasi-experimental study was to analyze the association between participation in LETRS® professional development and student achievement. An additional purpose of this study was to determine the relationship between the independent variable, LETRS® professional development, and its association with participants’ self-efficacy. The researcher hopes this study will provide useful data regarding students’ achievement and teacher self-efficacy when participating in LETRS® professional development.
Table of Contents
Introduction -- Review of literature -- Methodology -- Findings -- Implications of findings and recommendations
DOI
PubMed ID
Degree
Ed.D. (Doctor of Education)