Gray, Rachel
(2023)
Teacher Collaboration and its Impact on Second Grade Oral Reading Fluency.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
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Abstract
This dissertation in practice focused on the impact of teacher collaboration to develop and
examine the use of fluency routines in second grade classrooms. Specifically, the use of systematic
and explicit fluency routines was studied as evidence-based practices engage students in effective
early literacy activities in a sequential and manageable way. Systematic and explicit strategies have
proven to be successful in structured literacy blocks to assist novice or struggling learners to build
their skills. To ensure that teachers are well – versed in the use of these strategies, building leaders
are charged with creating opportunities for educators to build capacity and confidence in classroom
routines and instructional pedagogy. Thus, the hypothesis of the program evaluation was that
effective use of teacher collaboration time could improve use of the systematic and explicit fluency
routines. Participants in this study included school personnel whose primary job functions were to
provide direct instruction or intervention to students or to work in a coaching role to support
teachers. The study established that participants showed growth in their understanding of the need
for systematic and explicit instruction and increased rates of implementation of a variety of fluency
routines in their classrooms. Findings from this small sample and the limited-scope study showed
that the collaborative sessions did improve educators’ skills with use of fluency routines in core
instruction.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
7 July 2023 |
| Date Type: |
Publication |
| Defense Date: |
28 March 2023 |
| Approval Date: |
7 July 2023 |
| Submission Date: |
20 June 2023 |
| Access Restriction: |
2 year -- Restrict access to University of Pittsburgh for a period of 2 years. |
| Number of Pages: |
81 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
fluency |
| Date Deposited: |
07 Jul 2023 15:39 |
| Last Modified: |
07 Jul 2023 15:39 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/45008 |
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