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Refining Reading Instruction through Teacher Input and Professional Development
The purpose of this study was to describe teacher perspectives on reading instruction within professional development. The major premise is that teacher input should be utilized to improve and shape specialized professional development. This research seeks to contribute to 21st century reforms for the advancement of teacher practice in the core academic area of reading. It illuminates the need for schools to build a culture of collaborative, targeted, organized, and prescriptive professional development for reading instruction within school communities that will improve teaching and learning in all school sites.
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