Education and Human Sciences, College of (CEHS)
Date of this Version
4-27-2009
Abstract
This case study examined two rural school teachers’ change in instruction and understandings of comprehension strategies and instruction while participating in a teacher development process in reading comprehension strategies instruction. The teachers participated in a five-month teacher development process that included training, teacher discussion groups and videotape reflection. Based on data from a teacher explicitness rating scale and qualitative data from discussion group, training session and exit interview transcriptions, both teachers increased their instructional performance and changed their understandings about comprehension strategies and comprehension strategies instruction.
Adviser: Kathleen M. Wilson
Comments
A DISSERTATION Presented to the Faculty of the Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Studies. Under the Supervision of Professor Kathleen M. Wilson.
Lincoln, Nebraska: May 2009
Copyright (c) 2009 Caryn Ziettlow.