Date of Completion
12-17-2015
Embargo Period
12-16-2015
Keywords
school reform, leadership, adult learning, teachers, professional development, school reform, professional learning, urban, middle school, reading, self-efficacy
Major Advisor
Jennie Weiner
Associate Advisor
Casey Cobb
Associate Advisor
Sarah Woulfin
Field of Study
Educational Leadership (Ed.D.)
Degree
Doctor of Education
Open Access
Open Access
Abstract
This qualitative study answers questions about school reform by utilizing professional learning for teachers who lack self-efficacy to teach reading to middle school students. The findings included higher self-efficacy and lower burnout rates for teachers. Implications from this study include a model for professional learning that recognizes teachers as adult learners and a system of professional development that provides daily opportunities for teachers to work together over problems of practice.
Recommended Citation
Burdick, Alison, "Self-Efficacy of Middle School Teachers Responsible for Teaching Struggling Readers" (2015). Doctoral Dissertations. 954.
https://digitalcommons.lib.uconn.edu/dissertations/954