Analyzing the Impact of a State-Mandated Literacy PD on Teacher Knowledge, Perceptions and Practice

• In Event: Navigating Mandates in Literacy Learning

Abstract

Despite the widespread adoption of state-mandated literacy professional development (PD), gaps persist in understanding its impact on teachers’ knowledge and instructional practice. This session presents findings from a large-scale, mixed-methods study of LETRS PD in North Carolina, highlighting teacher knowledge and the implementation of research-informed literacy instruction.

Authors

• Brittany Simone Hart, University of North Carolina at Charlotte

• Paola Pilonieta, University of North Carolina at Charlotte

• Erin Washburn, Erin Washburn

• Alicia Stewart, University of North Carolina at Charlotte

• Michael Putman, UNC Charlotte