Date of Award

2003

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Larry McNeal, Ph.D.

Abstract

The purpose of this study was to investigate teachers' knowledge and implementation of effective literacy strategies in kindergarten through second grade in two school districts in a metropolitan area in the state of Arkansas. The study investigated teachers' knowledge and implementation of effective literacy strategies within districts and among grade level. The Effective Literacy Strategy Teacher Survey was used to survey participants in the study. The questions from the survey were comprised into two scales: Teachers' Knowledge and Teacher Implementation of effective literacy strategies. Indicators derived from these two scales were utilized to measure teacher's knowledge and frequency of implementation of strategies. In addition to determine correlations of teachers' knowledge and implementation of strategies by district and grade level. Responses to items on the Effective Literacy Strategy Teacher Survey indicate that teachers' knowledge and implementation of strategies are significantly different between districts and grade kindergarten through second. A One-Way ANOVA Kruskal-Wallis non-parametric test was used to analyze teacher's knowledge of strategies response items and Two-Way ANOVA was used to analyze teacher implementation of strategies. The results indicated that second grade teachers implemented the strategies most. Pearson Correlations were conducted to determine similarities and dissimilarities within district and grade level. The results indicated significant percentage of variance between kindergarten and second grade teachers. District A implemented effective literacy strategies more often than District B.

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