The Effects of Classroom Focused Improvement Process on Building Teacher Capacity for Diagnostic Decision-Making and Student Reading Achievement
MetadataShow full item record
Type of Work39 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading -- Study and teaching (Primary) -- Evaluation.
Teachers -- Decision making.
Teachers -- Attitudes.
The purpose of this study was to determine if a yearlong collaborative process, the Classroom Focused Improvement Process, would have a positive effect on elementary teachers’ attitudes and abilities to diagnose and remediate student needs in reading instruction and reading achievement for students in grades 3, 4 and 5 on the Maryland State Assessment. This study was both descriptive and quasi-experimental. Descriptive data was collected through a teacher survey, and the quasi-experimental data was determined by comparing student reading scores on the Maryland State Assessment for two consecutive years. Achievement gains were not significant, but teachers’ attitudes and capacity to diagnose student needs showed marked improvement. Research in the area of diagnostic reading instruction and the use of formative assessments should continue in order to assist those responsible for building teacher capacity in reading instruction and to determine its effect on student achievement over time.