Date of Award
Fall 12-2021
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
School
Education
Committee Chair
Dr. David Lee
Committee Chair School
Education
Committee Member 2
Dr. Kyna Shelley
Committee Member 2 School
Education
Committee Member 3
Dr. Noal Cochran
Committee Member 3 School
Education
Committee Member 4
Dr. Richard Mohn
Committee Member 4 School
Education
Abstract
This quantitative survey study explored the statistical significance of participation in the training Language Essentials for Teachers of Reading and Spelling (LETRS) by early childhood educators in Mississippi, specifically K-3. The three outcome measures were teachers’ beliefs related to Mississippi’s K-3 Literacy Initiative: instructional practices, student learning outcomes, and barriers of technology use in literacy instruction. A total of 78 people completed the LETRS Survey, which consisted of a five-point scale. Demographic data included: grade range, teaching experience, number of students taught weekly, highest degree earned, teaching a tested subject/grade, mode of instructional delivery, technological barriers, and parental support for remote literacy skills teaching and face-to-face phonics teaching. Data analyses with Spearman’s rho and linear regression yielded no statistically significant relationships between the independent variable (LETRS units of training the teacher attended) and the beliefs outcome measures regarding effectiveness of the LETRS professional development (face-to-face phonics instruction, parental literacy skills support, raising student outcomes in literacy skills, and technological barriers to phonics learning for students.)
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Copyright
Fick, 2021
Recommended Citation
Fick, Billie, "The Impact of Mississippi’s K-3 Literacy Initiative Professional Development" (2021). Dissertations. 1932.
https://aquila.usm.edu/dissertations/1932