Date of Award
Doctor of Philosophy (PhD)
Urban Services - Urban Education
Raymond F. Morgan
Rebecca S. Bowers
Maurice R. Berube
Stephen W. Tonelson
Donna B. Evans
In researching the role of group interaction and constructivism in three different types of staff development in content area reading instruction with urban high school teachers, a self-report survey instrument was used to ascertain differences between four groups of respondents with regard to respondents' reported levels on four dependent variables. Univariate analysis of variance (ANOVA) was used to determine the degree of statistical significance between mean scores that resulted. Results showed statistically significant differences with probabilities less than .05 for group differences based on the independent variables type of staff development received by respondents, reported support of school administrators for use of the strategies, and reported level of modeling of strategies by college professors. ANOVA results for the independent variables of number of hours of instruction and reported time since last staff development did not result in statistically significant differences for group means. A post-hoc analysis confirmed identified differences between the groups. It was determined that respondents who reported receiving staff development in content area reading instruction strategies in which the staff development was interactive and constructivist in nature were more likely to subsequently use the strategies in their own classrooms than respondents who had not received such staff development.
Forget, Mark A..
"Comparative Effects of Three Methods of Staff Development in Content Area Reading Instruction on Urban High School Teachers"
(1999). Doctor of Philosophy (PhD), dissertation, , Old Dominion University, DOI: 10.25777/xabe-3s92