Design, implementation and evaluation of a staff development program in a comprehensive reading/communication arts curriculum / Doris Lambert Peltzman.
- [Philadelphia], 1981.
vii, 172,  l. ill. 29 cm.
- Local subjects:
- Penn dissertations -- Education.
Education -- Penn dissertations.
- This field study was concerned with the process of designing, implementing, and evaluating a staff development program to introduce a new comprehensive reading/communication arts curriculum into one of the eight districts in the Philadelphia school system. The study concentrated on thirteen Title I elementary schools and took place over a period of one and a half years.
At the time of this study, the Philadelphia Board of Education was involved in a process of implementing a Basic Reading Program for all students in the school district and a Title I Reading Program for a specific pupil population. In addition, the school board was encouraging implementation of a new curriculum, The Pennsylvania Comprehensive Reading/Communication Arts Plan. This new curriculum appeared to this researcher to be the link to bind together two separate and distinct reading programs and meet the unique needs of every pupil.
The researcher developed strategies to accomplish this task. The plan was to follow a series of four stages: awareness of the new curriculum; the development of strategies to implement the staff development program; the introduction of the Coordinated Staff Development Program; and the follow-up, or evaluation of the program.
The process of designing, implementing, and evaluating a series of staff development programs was aimed at changing the behaviors of Language Skills Teachers and Title I Reading Aides. The new curriculum was to be incorporated into the existing reading curriculum.
A variety of field study techniques was employed to trace this change process: summative evaluations, participant and non-participant observations, pre- and post-attitude and opinion surveys, observations of Language Skills Teachers and Title I Reading Aides in the classroom, logs, journals, personal writings, checklists, interviews, and questionnaires, provided detailed information relating to the program.
Findings of the study indicated that the new curriculum was implemented in the majority of selected schools; the behaviors of Language Skills Teachers and Title I Reading Aides were altered as a result of the staff development program; and the majority of Language Skills Teachers became facilitators and change agents in their schools.
The study provided insights into the design of a staff development program to implement a new comprehensive reading/communication arts curriculum; the development of a management system that could be used in the design of future programs; and the use of a holistic evaluation of a staff development program and its effects on the behaviors of Language Skills Teachers, reading aides, classroom teachers, and principals.
- Thesis (Ed.D. in Education)--Graduate School of Education, University of Pennsylvania, 1981.
- University of Pennsylvania.
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