Tools

LEADER 03766cam a2200553 i 4500

001 on1523697791;

003 OCoLC;

005 20260724101644.0;

006 m o d ;

007 cr unu||||||||;

008 250616s2025 ncua obm 000 0 eng d;

035 a| (OCoLC)1523697791;

090 a| LB3013;

049 a| EREE;

100 1 a| Guzman, Monica Marie,e| author.?| UNAUTHORIZED;

245 10 a| Improving instructional practices in literacy :b| supporting the growth and development of intervention teachers /c| by Monica Marie Guzman.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2025.;

300 a| 1 online resource (248 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 15.38 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2025.;

500 a| Presented to the Faculty of the Department of Educational Leadership.;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed July 13, 2026).;

520 3 a| The goal of the participatory action research study was to examine how intervention teachers contribute to the improvement of literacy instructional practices in elementary schools. A team of nine elementary intervention teachers volunteered to participate and engage in three cycles of inquiry throughout the 14-month study. Collaborating more frequently with a smaller group of intervention teachers as three co-practitioner researchers, we identified experiences and practices to support the growth and development of the team of intervention teachers in their work to increase literacy in schools. To develop relational trust and identify the supports they needed to be effective in their work, the team engaged in Community Learning Exchanges to share effective instructional practices and strategies as they collaboratively addressed literacy needs at their schools. The study describes how participants navigated fragmented centralized reform efforts and the impact made on literacy intervention instruction and outcomes. The findings of the study reveal the need for established systems of support for the team of intervention teachers. In addition, by clarifying their complex roles and providing relevant professional learning, the challenges the intervention teachers faced were minimized. These findings support and add to the research literature in the areas of supporting the development of the capacities and practices of teachers in specialized roles.;

504 a| Includes bibliographical references.;

650 0 a| Classroom management.=| ^A7388;

650 0 a| Literacyx| Study and teaching.=| ^A47454;

650 0 a| Elementary school teachers.=| ^A29016;

650 0 a| Teacher effectiveness.=| ^A379700;

653 a| intervention;

653 a| specialized literacy;

653 a| CLE;

653 a| community learning exchange;

653 a| PAR instructional;

700 1 a| Militello, Matthew,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjJVGHRRYvQ8RpQPXBYkQm=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/14065;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6584098;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584098-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/16/2025x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584098-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/16/2025x| ETDz| HERESOURCE;

Improving instructional practices in literacy : supporting the growth and development of intervention teachers / by Monica Marie Guzman.

Author/creator	Guzman, Monica Marie author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2025.
Description	1 online resource (248 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Classroom management. Literacy--Study and teaching. Elementary school teachers. Teacher effectiveness.

Summary	The goal of the participatory action research study was to examine how intervention teachers contribute to the improvement of literacy instructional practices in elementary schools. A team of nine elementary intervention teachers volunteered to participate and engage in three cycles of inquiry throughout the 14-month study. Collaborating more frequently with a smaller group of intervention teachers as three co-practitioner researchers, we identified experiences and practices to support the growth and development of the team of intervention teachers in their work to increase literacy in schools. To develop relational trust and identify the supports they needed to be effective in their work, the team engaged in Community Learning Exchanges to share effective instructional practices and strategies as they collaboratively addressed literacy needs at their schools. The study describes how participants navigated fragmented centralized reform efforts and the impact made on literacy intervention instruction and outcomes. The findings of the study reveal the need for established systems of support for the team of intervention teachers. In addition, by clarifying their complex roles and providing relevant professional learning, the challenges the intervention teachers faced were minimized. These findings support and add to the research literature in the areas of supporting the development of the capacities and practices of teachers in specialized roles.
General note	Presented to the Faculty of the Department of Educational Leadership.
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed July 13, 2026).
Dissertation note	Ed.D. East Carolina University 2025.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Improving instructional practices in literacy : supporting the growth and development of intervention teachers / by Monica Marie Guzman.

Click here for more information about this title

Availability