Date Approved
4-24-2025
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
Literacy, Educational Foundations, & Technology
First Advisor
Elizabeth Stolle
Academic Year
2024/2025
Abstract
This project looks at the gap of rigorous student discussion in literacy comprehension. It dives into research showing the impact of academic conversations for literacy comprehension. The project explores how professional development (PD) can equip teachers with strategies to foster student-centered discussions. The PD is designed to build teachers’ ability to implement Question the Author (QtA) techniques and facilitate rigorous, text-based discourse through Academic Conversations. The study aligns with constructivist learning theories, specifically Vygotsky’s Zone of Proximal Development (ZPD) and the role of metacognition in reading comprehension. Best implementation to facilitate the PD is post NWEA/State testing, allowing teachers to use data to best support student growth. It was piloted to Grand Rapids Montessori (GRM) staff for Above & Beyond credit following Winter 2025 NWEA testing. The PD framework guides educators in leveraging student data, selecting high-quality mentor texts, and structuring lessons that promote critical thinking through academic conversations. Implementation of this PD Project will result in developing independent peer discussions and refining instructional questioning strategies to guide the impact of academic conversations for student achievement in rigorous student-led peer discussions.
ScholarWorks Citation
Hain, Elizabeth, "Professional Development to Foster Rigorous, Student-Centered Discussions in Literacy" (2025). Culminating Experience Projects. 567.
https://scholarworks.gvsu.edu/gradprojects/567
