SMART moves : a convergent mixed methods investigation of the outcomes of a two-year science of reading (SOR) professional development in the state of Idaho.

Gochnour, Bethany D., 1988-

SMART moves : a convergent mixed methods investigation of the outcomes of a two-year science of reading (SOR) professional development in the state of Idaho.

dc.contributor.advisor	Purdum-Cassidy, Barbara.
dc.creator	Gochnour, Bethany D., 1988-
dc.date.accessioned	2024-07-30T12:44:41Z
dc.date.available	2024-07-30T12:44:41Z
dc.date.created	2023-12
dc.date.issued	2023-12
dc.date.submitted	December 2023
dc.date.updated	2024-07-30T12:44:42Z
dc.description.abstract	Reading failure is avoidable through appropriate literacy instruction (Moats, 2020b), yet research shows that teachers lack foundational literacy knowledge (Moats, 1994; Washburn et al., 2016, 2017) that aligns with the science of reading (SOR). Consequently, literacy assessment of students (NAEP, 2019) and adults (PIACC, 2017) demonstrate low levels of literacy proficiency in the United States. These statistics, combined with a rise in scientific research regarding effective literacy practices (The Reading League, 2022), have led to policy induction regarding these practices across the United States. Thus, many states have begun requiring schools teach reading through a SOR approach (Gewertz, 2020; Schwartz, 2022). Though many states have established funds for this transition (Schwartz, 2021), little research exists to investigate the efficacy of SOR-aligned professional development. This study uses Idaho’s Striving to Meet Achievement in Reading Together (SMART) project to examine the experiences of kindergarten through third-grade teachers and support staff participating in a SOR professional development and determine differences in their knowledge of language constructs (i.e., foundational literacy skills) and changes in their knowledge, attitude, instructional practices, and perceptions of student learning. Using a convergent mixed methods design and Desimone’s (2009) core conceptual framework for professional development, I simultaneously collected and analyzed qualitative and quantitative data to answer the research questions investigating teacher change in cohort one members of the SMART project. Quantitative results showed a statistically significant change in participants’ knowledge in the project’s first year (n = 124, Mdn = 12, M = 13.5, SD = 7.1, z = 11.05, p < .001) with a large effect size (r = .7). Qualitative findings showed positive changes in knowledge (n = 5, 100%), attitudes (n = 4, 80%), instruction (n = 5, 100%), and perceived student achievement (n = 5, 100%). Additionally, participants perceived changes in student motivation (n = 3, 60%) and explained the value of coaching support (n = 5, 100%). Qualitative and quantitative findings converged in only one of the factors—changes in knowledge. These findings impact stakeholders within Idaho’s education system and those interested in researching the efficacy of professional development and teacher change.
dc.format.mimetype	application/pdf
dc.identifier.uri
dc.identifier.uri	https://hdl.handle.net/2104/12888
dc.language.iso	English
dc.rights.accessrights	No access – contact librarywebmaster@baylor.edu
dc.title	SMART moves : a convergent mixed methods investigation of the outcomes of a two-year science of reading (SOR) professional development in the state of Idaho.
dc.type	Thesis
dc.type.material	text
local.embargo.lift	2025-12-01
local.embargo.terms	2025-12-01
thesis.degree.department	Baylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantor	Baylor University
thesis.degree.name	Ed.D.
thesis.degree.program	Learning & Organizational Change
thesis.degree.school	Baylor University