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    • University of Missouri-Kansas City
    • School of Graduate Studies (UMKC)
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    • Dissertations (UMKC)
    • 2012 Dissertations (UMKC)
    • 2012 UMKC Dissertations - Freely Available Online
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    An analysis of factors affecting implementation of literacy curriculum resources in K-2 classrooms in a Midwest suburban school district

    Elder-Hurst, Karen
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    [PDF] An analysis of factors affecting implementation of literacy curriculum resources in K-2 classrooms in a Midwest suburban school district (1.299Mb)
    Date
    2012
    Format
    Thesis
    Metadata
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    Abstract
    This study explored teacher perceptions through a triangulation of data from surveys, interviews, and document analysis to identify how literacy curriculum implementation is affected in Kindergarten through second grade classrooms. Research was based around three questions: How do K-2 teachers perceive their professional development of the new literacy curriculum? How do K-2 teachers perceive their implementation of the new literacy curriculum? How do K-2 teachers perceive leadership support for the implementation of the new literacy curriculum? The first step in the data collection process involved sending an electronic survey to all Kindergarten, grade one and grade two teachers meeting the criteria for inclusion in the study. Demographic profiles and open-ended questions were used to collect data along with the survey questions. Six teachers (two Kindergarten, two first grade and two second grade) were interviewed using a semi-structured protocol with each interviewee. Documents were collected and included professional development guides, training schedules, and curriculum resource literature. Results indicated implementation is hindered when professional development is vague and does not provide opportunity for participants to learn, practice, and collaborate together. Implementation in the classroom is enhanced when participants receive feedback and opportunities to observe others, ask questions, and know full implementation takes time. Implementation is enhanced when leadership is supportive and listens to the needs and concerns of the participants. Providing a culture allowing for mistakes and opportunities to improve helps participants feel excited and engaged in the new learning.
    Table of Contents
    Introduction -- Review of literature -- Methodology -- Discussion -- Results -- Appendix A. Sample letter of request for permission to District -- Appendix B. Consent for participation in research study survey -- Appendix C. Consent for participation in a research study interview -- Appendix D.Interview protocol
    URI
    http://hdl.handle.net/10355/16252
    Degree
    Ph.D.
    Thesis Department
    Educational Leadership, Policy and Foundations (UMKC)
     
    Education (UMKC)
     
    Collections
    • Educational Leadership, Policy and Foundations (ELPF) Electronic Theses and Dissertations (UMKC)
    • Curriculum and Instruction Electronic Theses and Dissertations (UMKC)
    • 2012 UMKC Dissertations - Freely Available Online

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