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Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction

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Title: Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction
Language: English
Authors: DeIaco, Robyn, Samuelson, Courtney, Grifenhagen, Jill (ORCID 0000-0001-7652-5813), Davis, Dennis S. (ORCID 0000-0003-2114-2860), Kosanovich, Marcia
Source: Literacy Research and Instruction. 2022 61(1):84-111.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Descriptors: Faculty Development, Literacy Education, Teacher Attitudes, Invented Spelling, Online Courses, Computer Mediated Communication, Group Discussion, Video Technology, Teaching Methods, Reflective Teaching, Concept Formation, Reading Instruction, Distance Education, Course Content, Elementary School Teachers, Kindergarten
Geographic Terms: North Carolina
DOI: 10.1080/19388071.2021.1921889
ISSN: 1938-8071
Abstract: This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1331652
Database: ERIC
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  Data: Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction
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  Data: <searchLink fieldCode="AR" term="%22DeIaco%2C+Robyn%22">DeIaco, Robyn</searchLink><br /><searchLink fieldCode="AR" term="%22Samuelson%2C+Courtney%22">Samuelson, Courtney</searchLink><br /><searchLink fieldCode="AR" term="%22Grifenhagen%2C+Jill%22">Grifenhagen, Jill</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7652-5813">0000-0001-7652-5813</externalLink>)<br /><searchLink fieldCode="AR" term="%22Davis%2C+Dennis+S%2E%22">Davis, Dennis S.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2114-2860">0000-0003-2114-2860</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kosanovich%2C+Marcia%22">Kosanovich, Marcia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Literacy+Research+and+Instruction%22"><i>Literacy Research and Instruction</i></searchLink>. 2022 61(1):84-111.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 28
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1080/19388071.2021.1921889
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  Data: 1938-8071
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  Data: This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed.
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  Data: As Provided
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  Data: 2022
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  Data: EJ1331652
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        Value: 10.1080/19388071.2021.1921889
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      – Text: English
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        StartPage: 84
    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Invented Spelling
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      – SubjectFull: Online Courses
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Kindergarten
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      – SubjectFull: North Carolina
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