Integrated Reading Literacy Interventions (IRLIs)
A Mixed- Method Analysis of the Perceived Characteristics for Effective Professional Development
Keywords:
Reading literacy, IRLIS, professional development, Business educatorsAbstract
Background: Business educators play a strong role in preparing individuals for the workforce. The contemporary workforce requires participants to have the ability to organize, synthesize, and evaluate written and symbolic material, which is reading literacy (Hyslop, 2010). Business teachers reported they believe reading literacy is important; however they need additional professional development to enhance their ability to improve student reading literacy skills. Purpose: The purpose of this study was to identify the preferred characteristics of professional development focused on integrated reading literacy interventions in business courses. Method: A mixed-methods technique was utilized to collect both focus-groups (n=10) and survey data (n=204) from Midwestern business educators. Results: Findings revealed that business educators prefer “longterm” and applied professional development that includes “hands-on activities.” Participant characteristics data was determined to have limited effect on responses; although business educators employed at Title-1 eligible schools were more likely to perceive “volunteer” as compared to “mandatory” professional development as more effective. Conclusions and Recommendations: Business educators desire professional development which is coherent, focused on the teaching of business, long-term and requires them to be active and collective learners. Because, we still do not know the impact of each of those factors, it is recommended they be further investigated; however, in the meantime professional development should at minimum be long-term, relevant to the content area, hands-on and delivered in authentic settings.
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