Date of Award

9-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Supervision

First Advisor

Dr. Kay A. Keiser

Abstract

The University of Nebraska Omaha Early Literacy Workshop aims to train 7,000 teachers in the “Science of Reading” by 2030, strengthening Nebraska educators’ knowledge and skills in evidence-based literacy instruction. This study examines the relationship between full participation in the five-session workshop and teachers’ self-reported efficacy. A total of 356 educators completed Pre and Post Surveys, enabling analysis of growth in knowledge and practice and highlighting sessions with the greatest impact. Open-ended responses further revealed areas of development. A distinctive feature of this model is its flexibility. Content was adapted to district curricula, demographics, and local needs, ensuring a responsive, differentiated experience. As schools nationwide move toward instructional practices recommended by the National Reading Panel (2000), this workshop provides a promising model for professional development that is both meaningful and evidence driven.

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