Dissertation - Public Access
Ed.D. Doctor of Education
The need for effective content area reading teachers have continued to increase since the introduction of one public school districts’ Content Area Reading Professional Development (CAR-PD) in 2006. In 2011, modifications were made to improve the program, and it became known as the Next Generation Content Area Reading Professional Development (NGCAR-PD). The purpose of this program evaluation is to investigate the relationship between NGCAR-PD certified Biology teachers and their ability to implement reading strategies with science content effectively. The context of this inquiry is a mid-sized public school district that has implemented the program since 2006 at the middle and high school level with content area teachers. This study demonstrates that the expected outcomes of a program completer do not match the actual results. Quantitative and qualitative data revealed that specific improvements were needed for the NGCAR-PD program for teachers to be effective when implementing reading comprehension strategies with students in content area classrooms.
Brown, Tia Pridgen, "The Relationship Between the Next Generation Content Area Reading Professional Development Program on the Effectiveness of Teaching Literacy Strategies in High School Biology Classes" (2020). Dissertations. 498.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons