Improvement of teachers training

The affected students are 6 million in number and the organization of concern is the California Policy Center. The institution is state owned and its purpose is to advocate for the change in education sector to address the increasing illiteracy in the State. The number of teachers who require fresh trainings are 2000 for efficient use of new models in addressing poor reading scores. Poor reading scores are a concern to the American educational sector and the teacher training in colleges. The concern of the education system is to provide quality and person-centered education to increase information literacy (Steensel, McElvany, Kurvers, & Herppich, 2011). 44% of the students in California state require remediation due to poor reading scores. In the A-G courses, 53% of the graduating class received at least one D due to the inefficiency in teacher training in handling the students with difficulty in reading.

The education officials are concerned about the drop of the students’ performance in reading attributing the problem to be significantly growing and which needs urgent intervention. The student test scores for the kindergarten and high school students shows low performance due to teacher-student engagements (Ortlieb & Cheek, 2013). The students have demonstrated poor reading scores in auditory tasks, and the difference in the scores for the minority individuals is due to teacher training and teaching methods (McIntyre, Hulan, & Layne, 2011). The American education sector is concerned with teacher training due to poor reading scores attained by students and older adults (Sexton, 2001). The problem is more emphasized through policies and improving the key performance indicators of the teachers and the stakeholders. Students with problems and difficulties in reading are addressed through the establishment of the special schools and evidence-based models in public schools (McArthur & Hogben, 2012).

The American pro-literacy is an issue that can be developed through the teacher training as the statistics show the affected people are more than 6 million individuals. Children with parents with low literacy levels are more likely to experience low literacy through repeating school, absenteeism, poor grades, and dropouts (Weber, 2015). Poor scores are more than others which indicate the need for the interventions to address the literacy level of the students. The reading instructions for the diverse classrooms shows that the intervention is responsive in improving reading scores for individuals in culturally responsive environments and minority groups (McIntyre, Hulan, & Layne, 2011). Minority groups which also includes the immigrants in the United States are the most affected, and therefore, teacher training ensures that the needs of the groups are addressed through school and classroom setting (McKoon & Ratcliff, 2018).

The solution to difficulty in reading is achieved through the use of models which are beneficial to the students including literacy instructions interventions. The teacher training ensures that the community assistance and job training are integrated to address the information literacy problems. School management – the provision of a learning environment is of importance to the individual’s ability to read. The high scores can be achieved through the laid program whereby the school management offer quality support to individuals centered on individual improvement. The participants are 22 for 22 schools. Study participants: Teachers – teachers are very central to the improvement of the reading score for individuals with difficulty in reading. Practical training will ensure that the teachers use the definitive programs to reduce the illiteracy in the community which ultimately improves information literacy.

The quantitative aspect of the records database shows the quantitative aspect of teacher training. The implementation of the interventions shows a positive impact on the reading scores for the students with language challenges. The process of the analyzing data for the qualitative research is governed through the data preparation on the teacher training, resolution of the data patterns, and the qualitative analysis of the data (Silverman, 2015). The quantitative process entails the process in inferential statistics of the teacher training for the content analysis and the questionnaires coding. The descriptive statistics are implied through the validation, editing, and the coding of the results (Walliman, 2017). The law and the policies govern the way education to be conducted. The specials needs are less focused, and this implies interference with the moral development, teaching the ethics of conduct, and morals of the teachers.

What are the potential weaknesses of the study as you have designed it? What are some ways you might overcome these weaknesses under ideal circumstances? Weaknesses The study does not focus on the teachers moral and attitudes towards education and information literacy. The study focuses on the qualitative assumptions that the poor scores are as a result of the teacher training. The study does not explicitly specialize with a particular age group and therefore is based on the general assumptions which may not give the underlying problem of the poor reading scores. Orange County Register; Santa Ana, Calif. B. 01 Lokse, M. , Låg, T. , Solberg, M. Scientific Studies of Reading, 16(1), 63-89. McIntyre, E. , Hulan, N. , & Layne, V.  Reading instruction for diverse classrooms: Research-based, culturally responsive practice.