Date of Award

Spring 1999

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Urban Services - Urban Education

Committee Director

Raymond F. Morgan

Committee Director

Rebecca S. Bowers

Committee Member

Maurice R. Berube

Committee Member

Stephen W. Tonelson

Committee Member

Petra Snowden

Committee Member

Donna B. Evans

Abstract

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.

DOI

10.25777/xabe-3s92

ISBN

9780599285279

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