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Browsing by Author "Hooper, Alison"

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    How Reading Professional Development Shapes Educator Efficacy and Instruction in One Literacy-Focused District
    (University of Alabama Libraries, 2025) Shaddix, Elizabeth Johnston; Hooper, Alison
    This mixed-methods study explores how participating in Language Essentials for Teaching Reading and Spelling (LETRS) professional development shapes educators’ efficacy and instruction. To do so, it employs quantitative and qualitative data gathered through surveys and semi-structured interviews. LETRS professional development is an avenue to train teachers in the science of reading. Alabama policymakers have prioritized this professional development in the implementation of the Alabama Literacy Act, and it is important to understand teachers’ experiences and perspectives about LETRS as one way to evaluate its effectiveness. This study centers on one literacy-focused district’s experience with providing LETRS training to educators. The findings suggest that completing LETRS on its own may not be enough to introduce new literacy instructional strategies into the classroom. The findings also suggest that it may be beneficial to have new teachers wait until at least their second year of teaching to enroll in LETRS professional development. Participants agreed that LETRS content helped them better understand how children learn to read; however, they wanted more support in identifying how to implement what they learned in the classroom. Providing additional professional development support, such as student-centered coaching and professional learning communities, may be one method for increasing teachers’ application of LETRS content. This study offers recommendations for future professional development in the science of reading and its implementation based on one district’s unique approach to implementing and facilitating this knowledge.
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    Social support in a parenting Facebook group during the COVID-19 pandemic
    (Wiley, 2023) Hooper, Alison; Schweiker, Claire; Kerch, Cailin; University of Alabama Tuscaloosa
    Objective: This paper includes a mixed methods content analysis of a parenting Facebook group focused on COVID-19. We analyze participants' posts to identify the types of support parents sought and gave. Background: The COVID-19 pandemic has resulted in increased parental stress and challenges related to children's development. Many families turned to social media as a source of information and social support. Method: We analyzed 1,180 posts from a large, closed Facebook group focused on parenting during COVID-19. We coded posts using a modified version of social support theory and supplemented this analysis with codes related to giving and receiving support, post format, and topic. Results: Participants frequently offered informational support, typically reposting content from other sources. There were fewer instances of soliciting support, but these posts had significantly more comments. The most common topics discussed were parenting and child development, remote schooling support, literacy, and adult mental health. Conclusion: Findings illustrate the benefits and challenges of online support communities for parents, especially those on social media platforms.
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    Supporting Teachers to Increase Morphology Instruction in Elementary Grades
    (University of Alabama Libraries, 2023) Dilgard, Cortney; Hodges, Tracey; Coleman, Julianne
    This three-article dissertation study investigated supporting teachers to increase morphology instruction in elementary grades by seeking to accomplish three goals: (1) investigate the validity and reliability of a survey to measure teachers' morphology content knowledge and pedagogical content knowledge, (2) describe the current trends of teacher morphology knowledge and identify correlated variables for teacher morphology knowledge, and (3) assess the feasibility of a cross-curricular package of teacher morphology supports. Studies one and two used a cross-sectional survey study design, and study three used a convergent mixed methods design. Teacher knowledge theory (Shulman, 1987), morphological processing theory (Schrueder & Bayaan, 1995), and self-efficacy theory (Bandura, 1977) informed the study design and data analysis.Chapter one found that the reliability for the newly developed STMK survey tool is α = 0.73, and an exploratory factor analysis found that a three-factor model based on item difficulty was the best fit model. Chapter two found that morphology content knowledge (CK) and pedagogical content knowledge (PCK) is moderately correlated (r = 0.43) and that CK accounts for about 18% of the variance in PCK. Chapter two also found that teacher characteristics including science of reading focused training, teaching grades 3-5 or 9-12, and years of experience have can statistically significantly (p<.001) predict teacher morphology knowledge with a small effect (R2=14.2%). Chapter three quantitative results found that a three-prong package of teacher supports statistically significantly impacted teachers' morphology knowledge (p=.015, d = 0.60), self-efficacy for literacy instruction (p<.001, d=1.40), and understanding of basic constructs of literacy (p=.003, d=.79). Study three qualitative results found that teachers perceived the professional learning support differently based on their discipline. All teachers perceived the instructional resource support to facilitate implementing morphology instruction and recommended revisions to improve feasibility. All teachers perceived the coaching support to facilitate implementing morphology instruction.The findings from this study provide information to the field. These findings include: (1) morphology is complex and should be viewed and supported differently from other areas of literacy instruction, (2) application of morphology knowledge goes beyond CK and PCK understandings, and (3) morphology teacher supports should be strongly connected to disciplines.
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    Understanding the Effects of Integrating Interactive Read Alouds into an Elementary Mathematics Methods Course
    (University of Alabama Libraries, 2024) Rich, Erin; Coleman, Julianne
    This dissertation investigated the effects of integrating interactive read alouds into an elementary mathematics methods course by seeking to accomplish two goals: (1) understand the effects of this integration and provide elementary preservice mathematics teachers opportunities to develop their teaching skills related to the integration, and (2) shed light upon how elementary preservice mathematics teachers describe this integration and to understand any potential impacts this might have on their self-efficacy. This mixed-methods study sought to address a gap in the literature by more specifically examining effects of integrating interactive read alouds through children's literature into a mathematics methods course on preservice teachers' efficacy beliefs. Self-efficacy theory (Bandura, 1977) and social constructivism (Dewey, 1915; Piaget, 1974; & Vygotsky, 1978) informed the study design and data analysis.The research questions guiding the study focus on how the integration influences elementary preservice teachers' mathematics efficacy beliefs, how they describe this experience, and how they design and reflect on lessons plans using this integration. Quantitative data showed a statistically significant mean increase on the overall MTEBI scores, as well on the preservice teachers' personal teaching beliefs in mathematics. Qualitative data analysis confirmed that the integration of interactive read alouds into an elementary mathematics methods course had a positive impact on preservice teachers' efficacy beliefs, with elementary preservice teachers discussing the ease they felt while using the interactive read alouds. Elementary preservice teachers discussed the importance of the real-world applications found in many texts, as well as the use of the texts as an encouragement individuals who have an affinity for reading over mathematics.The findings from this study provide information to the field. This study adds to the growing body of literature with the following findings: (1) student engagement has an impact on preservice teachers' efficacy beliefs, (2) the need for rich field-based practices, and (3) the use of interactive read alouds as lesson engagements.
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    The Value of Voices: Exploring the Influence of a Virtual Learning Community for New Teachers Through a Value Creation Lens
    (University of Alabama Libraries, 2025) Johnson, Kristin; Hooper, Alison
    This study examines the influence of a virtual teacher learning community (vNTLC) on novice elementary literacy teachers. It addresses a critical gap in research on how synchronous online professional learning communities (PLCs) support the development of literacy-specific pedagogical content knowledge (PCK), an area less explored than math and science PCK. Six participants engaged in an eight-session vNTLC designed to foster literacy PCK, self-efficacy, and professional relationships. The research explored three key questions: (1) What types of value are created through new teacher synchronous online learning communities? (2) How does participating in a collaborative synchronous online network support new teachers in developing literacy PCK, self-efficacy, and professional relationships? (3) What challenges do teachers raise in their discussions during community meetings, and how do they relate to literacy instruction? Data sources included session transcripts, interviews, and participant documents. Using the Value Creation Framework (Wenger et al., 2011) to guide analysis, the study identified three overarching findings: (1) The vNTLC provided immediate instructional benefits, offering actionable strategies and technology integration. (2) Strong peer support fostered emotional engagement, collaboration, and increased self-efficacy. (3) Participants faced significant professional challenges—such as stress, classroom management, differentiation, and testing pressures—particularly in literacy instruction.These findings underscore the importance of structured, sustained PLCs that integrate practical strategies with deeper pedagogical discussions. Given the role of teacher isolation in attrition, schools and districts should consider hybrid learning models, blending in-person PLCs with flexible virtual spaces. Such models can extend collaboration, provide emotional support, and enhance self-efficacy through ongoing peer-driven development. Additionally, leveraging technology and AI-driven tools can streamline administrative tasks, personalize learning, and improve collaboration. Despite limitations, including a small sample size, this study addresses gaps in research on online PLCs and literacy PCK development for new teachers. Future research should explore long-term effects of virtual learning communities, strategies to deepen pedagogical reasoning, and links between teacher learning and student literacy outcomes. Expanding access to collaborative, technology-enhanced professional learning can strengthen literacy instruction, boost confidence, and improve retention in the profession.