Honors College Senior Thesis Presentations
Kentucky Reading Project; What defines an effective professional development?
Academic Level at Time of Presentation
Junior
Major
Elementary Education
List all Project Mentors & Advisor(s)
Holly Bloodworth and Christina Grant
Presentation Format
Oral Presentation
Abstract/Description
The Kentucky Reading Project is a professional development initiative that is designed to increase student achievement and family engagement in literacy. It is created to meet diverse learning needs by empowering P-5 teachers through research-based literacy instruction. The yearlong, graduate level literacy course consists of a two-week intensive summer institute, four follow-up sessions during the year, and at least one coaching visit to each teacher. This study aims to determine the effectiveness of the Kentucky Reading Project program and to investigate how such professional development initiatives can be approved upon. To test the successfulness of the practices implemented during the KRP action plan, teachers that have participated in this program within the last 20 years will be interviewed. Questions will address the impact of networking with other teachers, the effectiveness of strategies gained through participation in the project, and deepening their professional knowledge. The results shown from the qualitative study will suggest the benefits for teachers and the students they serve. The literacy interventions integrated throughout the classrooms across the state will also be discussed.
Location
Waterfield Gallery
Start Date
November 2021
End Date
November 2021
Fall Scholars Week 2021 Event
Honors Senior Presentations
Kentucky Reading Project; What defines an effective professional development?
Waterfield Gallery
The Kentucky Reading Project is a professional development initiative that is designed to increase student achievement and family engagement in literacy. It is created to meet diverse learning needs by empowering P-5 teachers through research-based literacy instruction. The yearlong, graduate level literacy course consists of a two-week intensive summer institute, four follow-up sessions during the year, and at least one coaching visit to each teacher. This study aims to determine the effectiveness of the Kentucky Reading Project program and to investigate how such professional development initiatives can be approved upon. To test the successfulness of the practices implemented during the KRP action plan, teachers that have participated in this program within the last 20 years will be interviewed. Questions will address the impact of networking with other teachers, the effectiveness of strategies gained through participation in the project, and deepening their professional knowledge. The results shown from the qualitative study will suggest the benefits for teachers and the students they serve. The literacy interventions integrated throughout the classrooms across the state will also be discussed.