Teacher perceptions on professional study groups as an effective means to successful guided reading implementation

This study examined teachers\u27 perceptions about the efficacy of study groups as a means to better prepare them for guided reading and incorporated comprehension strategy instruction. The questions this study addressed related to teacher perceptions about the effects of study group participation on teacher practice and student learning, as well as characteristics of effective study groups and obstacles hindering their effectiveness. The participants were eight elementary teachers who were voluntary members of a study group in their respective buildings, with the focus of guided reading and comprehension strategy instruction. Participant data was collected through individual and group interviews, self-assessments, study group observations, study group session feedback cards, and study group artifacts. Though the results are not generalizable, teachers in this study clearly indicated they believed study groups were a supportive and effective way to impact their teaching of guided reading and comprehension strategy instruction, and subsequently, student learning. Teachers also identified key characteristics and outcomes of effective study groups, as well as barriers that must be addressed. These findings acknowledge the importance of collaborative professional development opportunities and resulted in further questions that administrators and professional development facilitators must address if teachers are to effectively utilize study groups as a means for professional development