Author : Jamie J. Foeckler
Publisher :
ISBN 13 :
Total Pages : 240 pages
Book Rating : 4.:/5 (125 download)
Book Synopsis Discernable Patterns in Teachers' Perceptions, Attributions, and Responsiveness to Students Learning to Read by : Jamie J. Foeckler
Download or read book Discernable Patterns in Teachers' Perceptions, Attributions, and Responsiveness to Students Learning to Read written by Jamie J. Foeckler and published by . This book was released on 2019 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to better understand discernable patterns in teacher perceptions and actions based on their expectancy of student success in reading in kindergarten and first grade. Using the Purposeful, Aware, Responsive Framework (Frontier & Mielke, 2016), the following research questions guided inquiry: How do classroom teachers use data to guide their instruction in reading? How do classroom teachers respond to student learning needs as readers? Given a classroom teacher's use of data to guide instruction in reading and response to perceived student learning needs, how do teachers use data and/or respond differently to students depending on their attribution of a child's socioeconomic status? Through the use of the case study methodology, data were collected from six teachers via a series of interviews across an academic year. Interviews were used to gather information about teacher purpose in planning based on how children learn to read, teacher response and adjustment of instruction to student learning needs, and teacher awareness of student learning needs related to perceptions of students. Analysis was guided by seminal theories established by Vygotsky (1978), Freire (1970), and Heider (1958). Disconfirming evidence, thick description, and peer debriefing were used for data analysis. Themes that emerged from the interviews include: teachers purposefully planned to develop reading behaviors to build independence in all students, teachers responded to student learning needs in reading through similar evidence and research-based instructional practices, and teacher awareness and perception of student learning needs were not influenced by student socioeconomic status. Findings indicated that when classroom teachers look to better understand the purpose in their instructional approach in reading they utilized varied data sources to inform the practice of teaching reading, set reading goals with students to grow reading behaviors and independence, and leveraged strategy instruction in reading through conferring and small groups. As teachers responded to student needs in reading they made instructional adjustments based on student learning needs, and provided reading intervention/supports focused on struggling readers regardless of a student’s socioeconomic status. Implications for leadership, learning, and service related to the purpose of the study are also discussed.