Attitudes of Secondary Content Teachers Toward Reading Instruction in the Classroom PDF Download
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Author: Kristie M. Altman
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 174
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Book Description
Author: Kristie M. Altman
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 174
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Book Description
Author: Sara L. Norton-Ejnik
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 288
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Book Description
Strategic teaching of reading occurs at the elementary level, and students are expected to "read to learn" once they enter high school. The majority of the nation's secondary students do not have all the requisite skills to read and learn from high school texts and materials, and even drop-out rates have been attributed to students' inability to keep pace with the literacy skill demanded by the secondary curriculum. No Child Left Behind legislation now mandates secondary school reading initiatives, from high stakes testing to remediation. Despite the national focus on secondary reading, teachers in America's secondary schools are not teaching the skills and strategies necessary for their students to grow as readers and learn from what they read (ACT, 2007; Biancarosa & Snow, 2004). The study quantified Michigan's secondary content area teachers' attitudes toward teaching reading and examined the relationship between those attitudes and predictor variables of content area, level/type of training in teaching reading, degree level, and degree of learner centerdness. Data was collected from 191 male and female respondents vai email link to a survey using the Otto Smith Inventory Scale to measure teacher attitudes toward teaching reading and a portion of the Learner Centered Battery Scale to measure the respondents' learner-centeredness. Teacher respondents had generally positive attitudes toward teaching reading. Math and science respondents had significantly lower attitude scores that English teachers. Post-bachelors' training/education correlated positively with teacher attitudes toward teaching reading. A positive relationship existed between respondents' learner centered beliefs and their attitudes toward teaching content area reading. The data showed a negative relationship between non-learner centered beliefs and the respondents score on the OSI. Both correlations were significant at the .01 level. According to the data, the more learner centered a teacher, the more positive her attitude toward content area reading instruction. Conversely, the stronger a teacher's non-learner centered beliefs, the more negative her attitude toward content area reading instruction. The findings from this study provide important insights for designing inservice or post-bachelors training programs to create learner-centered belief systems and positive attitudes toward teaching content area instruction.
Author: Kim Twesme
Publisher:
ISBN:
Category : Reading teachers
Languages : en
Pages : 96
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Author: Janet Easton Antcliff Haque
Publisher:
ISBN:
Category : Reading (Secondary)
Languages : en
Pages : 434
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Author: Barbara Jean Lifto
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 58
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Author: Carolyn Evans
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 61
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Author: Robert Baird Shuman
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 136
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Book Description
Author: Michael J. Siggins
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 118
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Book Description
The middle school that served as the focal point of this case study failed to meet required performance levels on the Pennsylvania System of School Assessment (PSSA) reading assessment for four consecutive years, and in 2006 was assigned the negative distinction of School Improvement I status by the Pennsylvania Department of Education. Through the incorporation of a school improvement team, a detailed implementation plan was developed to address this failure by requiring the consistent use of a singular reading strategy within all discipline-specific classrooms. Therefore, the purpose of this case study was to examine the perceptions of middle school classroom teachers regarding the strengths, limitations, and necessary supports of the required school-wide use of a singular reading strategy across all content areas. Perceptual data were obtained through the use of a web-based survey (33 respondents) and ten personal interviews. Findings from this study supported the need for a clear vision, daily time for collaboration, teacher accountability, and professional development as necessary supports to effectively provide reading strategy instruction within discipline-specific classrooms. Student academic performances within discipline-specific classrooms and on mandated state standardized assessments improved to the level that the school was awarded a 2012 National Blue Ribbon. Findings indicated that the school's climate transformed from isolation to collaboration, where teamwork drove the school's mission of improving the academic performances of students and the instructional practices of teachers. Additionally, this study revealed that the attitudes of secondary content area teachers had positively changed toward the teaching of reading strategies within their discipline-specific classroom.
Author: George M. Usova
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 202
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Book Description
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Book Description
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
