Thesis Title

An Eight-Week Professional Development in Service in Best Practice Strategies in Literacy Instruction Kindergarten Through Grade Five

Graduation Date

Spring 2003

Document Type

Master's Thesis

Document Form


Degree Name

Master of Science

Program Name


Program Director

Madalienne F. Peters, EdD


One of the key factors in retaining both new and experienced teachers in the field of education is providing them with sustained and meaningful professional development opportunities. While much has recently been implemented in the area of formal induction programs for new teachers, nationally, few veteran teachers have had access to sustained and intensive professional development about their subject matter or teaching methods (Hammonds, 1997). The purpose of this project is to develop and implement a viable and sustained professional development in service course based on effective literacy practices that can support student achievement on a wide scale.

For the purposes of this research, the literature on this topic covers three aspects of professional development including: teacher retention, qualities of effective professional development, and the examination of the most essential and effective strategies in literacy instruction. The in service is offered to teachers within a northern California suburban school district. Participation is voluntary. Included in the research is a detailed in service course syllabus.

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