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Kathryn Streber Dissertation.pdf (1.25 MB)

ETD Abstract Container

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Exploring Professional Development's Influence on Teacher Beliefs in the Science of Reading

Streber, Kathryn Elizabeth
http://rave.ohiolink.edu/etdc/view?acc_num=miami1730206897773315

Abstract Details

2024, Doctor of Education, Miami University, Educational Leadership.
This qualitative study explored the impact of various professional development models in the Science of Reading on teachers' beliefs within a rural school district in southwestern Ohio, conducted amidst the state’s implementation of the Dyslexia Law. The research aimed to address gaps in understanding how different approaches, such as LETRS and Orton-Gillingham, influence teachers’ instructional beliefs. Data was collected through structured questionnaires completed by 18 educators and in-depth interviews with a subset of 5 participants, providing a comprehensive view of the factors that shape belief changes. The study identified key themes, including the transformative power of long-term, expert-led professional development, the critical role of ongoing coaching and support, and the effectiveness of collaborative and hands-on learning experiences. Findings revealed that professional development with a strong structure, expert facilitation, and opportunities for peer collaboration had the most significant impact on shifting teachers’ beliefs toward evidence-based practices aligned with Science of Reading principles. Veteran teachers, in particular, experienced more profound shifts, likely due to the challenge presented to their established instructional beliefs. The research has direct implications for the district’s future professional development planning, suggesting that sustained and comprehensive models are most effective in fostering lasting belief changes. By aligning professional development offerings with the principles of the Science of Reading, districts can more effectively address gaps in teachers’ initial preparation and reinforce evidence-based practices. These insights not only inform local decision-making but also contribute to broader discussions on best practices in professional development, providing a potential framework for other districts seeking to elevate literacy instruction through targeted professional learning initiatives.
Dr. Joel Malin (Committee Co-Chair)
Dr. Guy Parmigian (Committee Co-Chair)
Dr. Ganiva Reyes (Committee Member)
116 p.
Education
Teacher Professional Development; Science of Reading; Qualitative Research; Transformative Learning; Adult Learning

Recommended Citations

Citations

  • Streber, K. E. (2024). Exploring Professional Development's Influence on Teacher Beliefs in the Science of Reading [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1730206897773315

    APA Style (7th edition)

  • Streber, Kathryn. Exploring Professional Development's Influence on Teacher Beliefs in the Science of Reading. 2024. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1730206897773315.

    MLA Style (8th edition)

  • Streber, Kathryn. "Exploring Professional Development's Influence on Teacher Beliefs in the Science of Reading." Doctoral dissertation, Miami University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=miami1730206897773315

    Chicago Manual of Style (17th edition)

miami1730206897773315
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© 2024, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.