Teacher perceptions of the reform model success for all on student achievement in reading

EDUCATIONAL LEADERSHIP MAXWELL, SHEILA LYLE B.S. SUNY COLLEGE AT OLD WESTBURY, 1993 M.S. CUNY BROOKLYN COLLEGE, 1997 M.S. CUNY BROOKLYN COLLEGE, 1999 ED.S. CAMBRIDGE COLLEGE, 2004 TEACHER PERCEPTIONS OF THE REFORM MODEL SUCCESS FOR ALL ON STUDENT ACHIEVEMENT IN READING Advisor: Dr. Moses Norman Dissertation dated May 2009 This study was conducted as a qualitative research project at an Urban Southwest Atlanta Elementary School. The purpose of this study was to investigate the perceptions of teachers as it related to the independent variable, Success for All reading program, as impacted by the dependent variable student achievement, in an urban. During the study the researcher investigated the relationship of the teacher perceptions and Success for All as it related to student achievement. The study also investigated whether or not there was a strong probability that Success for All reading program was likely to significantly address the existing problems at the inner-city elementary school. All six of the participants utilized in the study were drawn from a population of 35 teachers in a school which consisted of kindergarten through fifth grade. Participants were chosen on the basis that they had successfully implemented the Success for All reading program for two consecutive years. The problem that existed at the Urban Southwest Atlanta Elementary School was poor educational achievement in reading. The school identified ranked as low performing due to the fact that out of 1 1 target areas, the school met only 33% of its 2006-2007 Top Priority Student Performance Goals set by the superintendent. The qualitative data in the study was obtained from teacher responses related to the Success for All reading program. The data gathered were obtained over the course of the 2008-2009 school year through the use of one on-site, after school in-depth interview session as well as researcher field notes. In the end, the researcher documented that all six participants who participated in the one time in-depth interview session shared related views on the question regarding the benefits of cooperative learning. All participants had concerns regarding the other four questions: including the staff development experience as it related to the Success for All reform model and whether or not it was beneficial in terms of helping to increase student achievement in reading; the scripted lesson approach utilized in Success for All when compared to other instructional methods that were previously taught; if the observations and evaluations received had been advantageous in terms of improving instructional delivery; and if the Success for All method of instruction had caused students to be more academically successful, and engaged than in the past. The researcher concluded that the differences in the participants' responses were directly linked to the participant's experience teaching, as well as the number of years experience teaching the Success for All Reform Model. 2 TEACHER PERCEPTIONS OF THE REFORM MODEL SUCCESS FOR ALL ON STUDENT ACHIEVEMENT IN READING A DISSERTATION SUBMITTED TO THE FACULTY OF CLARK ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION BY SHEILA LYLE MAXWELL DEPARTMENT OF EDUCATIONAL LEADERSHIP