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Impact Of Missouri Reading Initiative On Student Achievement Teacher Attitudes And Perceptions
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Book Synopsis Impact of Missouri reading initiative on student achievement, teacher attitudes, and perceptions by : Katherine R. Kimsey
Download or read book Impact of Missouri reading initiative on student achievement, teacher attitudes, and perceptions written by Katherine R. Kimsey and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Context and Outcomes in Early Literacy Professional Development by : Rebecca Lynn Haseltine
Download or read book Context and Outcomes in Early Literacy Professional Development written by Rebecca Lynn Haseltine and published by . This book was released on 2004 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship of the Missouri Reading Initiative, a statewide professional development program in reading instruction, and reading achievement of students. Specifically, the study was intended to investigate how improving literacy instructional practices through a professional development program affects student achievement and what effect key process variables, administrative support and participant "buy-in," have on professional development. Included in this investigation was an examination of reading instruction, professional development, participant "buy-in" for professional development, administrative support for professional development, and a full description of the Missouri Reading Initiative. Three instruments were used in this study: The state mandatory standardized test (MAP) to compare changes in reading achievement over time of Missouri Reading Initiative schools with the outcomes for randomly selected samples of non-Missouri Reading Initiative schools; the Annual Missouri Reading Initiative Participant Questionnaire that gathers responses of instructional staff and administrators at Missouri Reading Initiative schools with regards to program components, techniques, perceptions of change, program satisfaction; and the Administrative Support Survey administered to all past and present Missouri Reading Initiative trainers for the purpose of identifying trainers' perceptions about the level of administrative support for professional development. Central to this investigation was the premise that reading success for all children is hinged on being taught by teachers who have been well prepared to understand and apply the basic research in reading. The results of the findings concurred with this theory, based on the larger percentage MAP changes of Missouri Reading Initiative schools versus non-Missouri Reading Initiative schools. Findings also revealed that participant "buy-in" to professional development, though desirable and important, was not found to be the critical variable that administrative support was as reported by practitioners.
Book Synopsis Impact of Missouri reading initiative on student achievement by : Timothy E. Jamieson
Download or read book Impact of Missouri reading initiative on student achievement written by Timothy E. Jamieson and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Teacher Attitudes and Perceptions of Direct Instruction on Student Achievement in Reading by : Sharon Collum
Download or read book The Impact of Teacher Attitudes and Perceptions of Direct Instruction on Student Achievement in Reading written by Sharon Collum and published by . This book was released on 2012 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the National Center for Education Statistics (2004), 37% of America's fourth graders are not reading at grade level. This statistic has remained unchanged for over a decade (NCES, 2004). Findings from multiple studies indicate more research on successfully implementing reading interventions is needed (Begeny & Silber, 2006; Begeny, Krouse, Ross, & Mitchell, 2009). Barnyak and Paquette (2010) suggested that although teachers learn new methods, they return to the strategies they are most comfortable using. The purpose of this qualitative case study was to determine if teacher attitudes and perceptions of direct instruction impacted student achievement in reading. Elementary school teachers from different elementary schools within a school district shared their perceptions of reading instruction in conjunction with their content knowledge. Their satisfaction of direct instruction was analyzed through interviews, observations, and surveys. Results from this study could result in changes in the delivery of this instructional method, professional training provided to teachers, and the allocation of funds. In addition, results may also help educators become aware of how much of an impact their personal feelings influence student performance.
Book Synopsis Impact of the Read 180 Program by : Stephanie D. Corbin
Download or read book Impact of the Read 180 Program written by Stephanie D. Corbin and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined Read 180 student Lexile level reading scores and perceptions of teachers at the elementary level regarding student achievement in the content areas. Three research questions guided this mixed methods study and data were collected using a survey with an open-ended question and individual interviews to determine teacher perceptions of the Read 180 program in regard to student achievement in the content area classroom. Lexile level student scores were analyzed to determine if the Read 180 program had an impact on student reading scores and were then compared to teachers' perceptions of student achievement in the content area classroom. Results revealed overall student reading growth through increased Lexile level scores; however, student annual expected growth, according to Scholastic's annual growth chart, was minimal. Teachers' perceptions of overall student performance in the classroom were divided by the results. There was no overwhelming consensus with regards to overall academic improvement in the content area classroom. An area of teacher concern was with reading comprehension in the content area classroom. Teachers were not seeing increased comprehension and expressed that Read 180 students were not on grade level with their achievement.
Book Synopsis Examining the Teacher Perceptions, Implementations, Barriers, and Benefits Associated with the Missouri Reading Initiative by : Paula Suzanne Roberts
Download or read book Examining the Teacher Perceptions, Implementations, Barriers, and Benefits Associated with the Missouri Reading Initiative written by Paula Suzanne Roberts and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessing the Impact of Reading First Programs on Student Achievement in K-3 Classrooms in Selected Mississippi Schools by :
Download or read book Assessing the Impact of Reading First Programs on Student Achievement in K-3 Classrooms in Selected Mississippi Schools written by and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the implementation and impact of Reading First programs in 8 elementary schools across the state of Mississippi. The study assessed how principals, literacy coaches, and kindergarten through third grade teachers perceived the implementation of the Reading First program at their respective schools. Data from these three groups of research participants were analyzed to determine if there were differences in perceptions regarding program implementation. This study also examined if there was a relationship between participants' judgment about implementation and second and third grade students reading scores on the Mississippi Curriculum Test (MCT). This study employed descriptive, survey, causal-comparative, and correlational research. Descriptive data were used to describe research participants' gender, years of professional experience, highest degree held, and type of license held. Survey data were used to determine the perceptions of principals, literacy coaches, and teachers regarding the implementation fidelity of the Reading First program at their respective schools. An analysis of variance was used to determine if there were differences in the perceptions of the groups. Correlational statistics were used to analyze the possible existence of a relationship between principals', literacy coaches', and teachers' perceptions about implementation and second and third grade students' MCT reading scores. The study found that principals and literacy coaches perceived that the Reading First program was being fully implemented, but teachers believed that the program was being moderately implemented. There were no significant differences between the perceptions of principals, literacy coaches, and teachers. However, the study did reveal that principals, literacy coaches, and teachers had similar ratings regarding the implementation of specific Reading First program components. There was no correlation between perceived implementation fidelity of the Reading First program and students reading test scores on the MCT. Survey results revealed that most schools had fully implemented: (a) the uninterrupted, 90 minute reading block, (b) the 5 core elements of reading, (c) instructional strategies, and (d) support for struggling readers. Additionally, survey results indicated that schools need to strive toward fully implementing: (a) appropriate assessment strategies, (b) professional development activities that focus on reading instructional content and (c) instructional support activities.
Book Synopsis Instructional Coaching Impact on Student Achievement in Elementary Reading by : Kelli B. Casper
Download or read book Instructional Coaching Impact on Student Achievement in Elementary Reading written by Kelli B. Casper and published by . This book was released on 2021 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this convergent mixed methods research study was to determine if teacher instructional practices implemented after receiving job-embedded professional development through instructional coaching impact student reading achievement scores in an urban elementary school setting in which the school district faces the impact of poverty. In addition, this study explored teacher perceptions of the socio-economis impact on their students' acquisition of reading skills and how they teach reading as a result. The problem this study examined is reading scores in the United States have declinedd since 1998 (NAEP, 2018). However, teachers can begin to change their instructional strategies in the classroom by leveraging instructional coaches. Six teachers and approximately 125 students in third and fourth grades participated. These participants were representative of the diversity of the enrollment of all six grade levels at the school. Quantitative data was analyzed from pre- and post-assessment STAR reading GLE assessments to measure students' levels of reading. Paired-sample t-tests were also run for each demographic group to determine significance: gender, special education, limited English proficient, and Black vs. Non-Black. Qualitative data were collected through an open-ended survey from teachers. They provided feedback on their perception of the impact of socioeconomic status on their students' acquisition of reading skills and how they teach reading as a result. No statistical difference in student scores showed that teacher professional development in reading had an impact on student reading scores. Implications and recommendations included teacher professional development in reading strategies, strategies for teaching students in low socioeconomic situations, including how trauma is related in many of these situations and can affect student learning.
Book Synopsis School Culture Rewired by : Steve Gruenert
Download or read book School Culture Rewired written by Steve Gruenert and published by ASCD. This book was released on 2015-01-16 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Your school is a lot more than a center of student learning--it also represents a self-contained culture, with traditions and expectations that reflect its unique mission and demographics. In this groundbreaking book, education experts Steve Gruenert and Todd Whitaker offer tools, strategies, and advice for defining, assessing, and ultimately transforming your school's culture into one that is positive, forward-looking, and actively working to enrich students’ lives. Drawing from decades of research on organizational cultures and school leadership, the authors provide everything you need to optimize both the culture and climate of your school, including * "Culture-busting" strategies to help teachers adopt positive attitudes, outlooks, and behaviors; * A framework for pinpointing the type of culture you have, the type that you want, and the actions you need to take to bridge the two; * Tips for hiring, training, and retaining teachers who will actively work to improve your school's culture; and * Instructions on how to create and implement a successful School Culture Rewiring Team. Though often invisible to the naked eye, a school's culture influences everything that takes place under its roof. Whether your school is urban or rural, prosperous or struggling, School Culture Rewired is the ultimate guide to making sure that the culture in your school is guided first and foremost by what's best for your students.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Instructional Reading Technology Programs on Student Reading Achievement by : Daniel Todtfeld
Download or read book The Impact of Instructional Reading Technology Programs on Student Reading Achievement written by Daniel Todtfeld and published by . This book was released on 2013 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to analyze the results of iReady, a computerized reading instruction program currently implemented at the elementary level in a Midwestern suburban school district. The purpose of this study was to determine if iReady improves student achievement as measured by the Communication Arts Missouri Assessment Program (MAP). The MAP test is a state assessment administered once a year in the spring in the state of Missouri. Three grade levels were used as sets of data in this study. Each grade level had two control groups and one test group. The test group received iReady intervention for one school year. An Analysis of Variance (ANOVA) was used to analyze the three groups at each grade level. The researchers have recommended that this study be continued to examine the possible impact of iReady over a longer period of time. One grade level that implemented iReady showed significant gains in student achievement. This grade level indicates a possibility that iReady can make a difference.
Book Synopsis The Impact of Teaching to Students' Learning Styles on Reading Achievement of Third-grade Students and Their Teachers' Perceptions of Their Attitudes Toward Reading by : Kathy Y. King
Download or read book The Impact of Teaching to Students' Learning Styles on Reading Achievement of Third-grade Students and Their Teachers' Perceptions of Their Attitudes Toward Reading written by Kathy Y. King and published by . This book was released on 2003 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Literacy Coaching on Third and Fifth Grade Students' Reading Achievement, Teacher Attitudes, and Teacher Perceptions by : Jennifer R. LaPlante
Download or read book The Impact of Literacy Coaching on Third and Fifth Grade Students' Reading Achievement, Teacher Attitudes, and Teacher Perceptions written by Jennifer R. LaPlante and published by . This book was released on 2009 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Why Cant We Make a Difference? A Study of Reading Instruction in an Urban Middle School by : Lauren A. Kazmark
Download or read book Why Cant We Make a Difference? A Study of Reading Instruction in an Urban Middle School written by Lauren A. Kazmark and published by . This book was released on 2010 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading initiatives in urban school districts are often implemented as a result of poor student achievement. This study sought to examine factors that affect the success of reading initiatives in an urban school district. Teacher self-efficacy, teacher expectations of students, school level leadership, and grade configuration were investigated as possible factors affecting the successful implementation of reading initiatives in one urban school district. The external research indicated that these four factors were linked to classroom instruction, student learning, and student achievement, and therefore affected the implementation of reading initiatives. Third and fourth grade teachers, literacy coaches, and principals from four elementary schools participated in this study. Two of the participating schools had achieved Adequate Yearly Progress, as measured by the 2008 NJASK 3 and 4, while the two remaining schools were labeled Schools in Need of Improvement. The outcomes of this dissertation defined connections between self-efficacy, expectations for students, school level leadership, grade configuration and not only student achievement but the successful implementation of the reading initiative. These connections were evidenced by feedback from teachers, literacy coaches, and principals, classroom observations, and test data. Analysis revealed differences in self-efficacy, teacher expectations of students, the role of the school leaders, and perceptions regarding grade configuration between the two successful schools and the two schools in need of improvement.
Book Synopsis A Study of Teacher and Administrator Perceptions of the Impact of Feedback on Teacher Instructional Practices in Reading by : Tiffany LaShawn Chatman
Download or read book A Study of Teacher and Administrator Perceptions of the Impact of Feedback on Teacher Instructional Practices in Reading written by Tiffany LaShawn Chatman and published by . This book was released on 2019 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective reading instruction is paramount to the success of students in school and well into adulthood. Students that read below grade in third grade are more likely to drop out of high school and earn less income as adults. Teacher effectiveness is critical in helping to close these ongoing gaps with regards to reading. Teacher quality is very important to student achievement and as a result, teacher evaluation processes have become essential in determining and retaining quality teachers. Additionally, teachers' and administrator's perceptions of evaluations, particularly, perceptions of administrative feedback given and the impact it has on changing instructional practices, is important because teachers have a direct impact on student achievement and are one of the single most important factors in student performance. This study utilized a pragmatic paradigm for program evaluation as the theoretical framework to identify K-5 teachers' and administrators' perceptions of the impact of administrators' feedback on teacher instructional practices in reading in a rural school district in Virginia. Focus groups and semistructured interviews were used to collect data from teachers and administrators regarding their perceptions of feedback and the impact on instructional practices in reading. Transcript and thematic analysis were used to analyze the data collected through the focus group and interviews that were conducted in this case study.
Book Synopsis Whole Novels for the Whole Class by : Ariel Sacks
Download or read book Whole Novels for the Whole Class written by Ariel Sacks and published by John Wiley & Sons. This book was released on 2013-10-21 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: Work with students at all levels to help them read novels Whole Novels is a practical, field-tested guide to implementing a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, Whole Novels approaches literature as art. The book is fully aligned with the Common Core ELA Standards and offers tips for implementing whole novels in various contexts, including suggestions for teachers interested in trying out small steps in their classrooms first. Includes a powerful method for teaching literature, writing, and critical thinking to middle school students Shows how to use the Whole Novels approach in conjunction with other programs Includes video clips of the author using the techniques in her own classroom This resource will help teachers work with students of varying abilities in reading whole novels.
