Investigating Teachers Beliefs About And Self Reported Practices In Early Literacy Teaching

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Investigating Teachers' Beliefs about and Self-reported Practices in Early Literacy Teaching

Author : Tiffany Armstead Flowers
Publisher :
ISBN 13 :
Total Pages : 91 pages
Book Rating : 4.:/5 (919 download)

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Book Synopsis Investigating Teachers' Beliefs about and Self-reported Practices in Early Literacy Teaching by : Tiffany Armstead Flowers

Download or read book Investigating Teachers' Beliefs about and Self-reported Practices in Early Literacy Teaching written by Tiffany Armstead Flowers and published by . This book was released on 2015 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the following: (a) What is the nature of Kindergarten and First grade teachers' beliefs and self-reported practices regarding early literacy learning and teaching?; (b) What is the relationship between Kindergarten and First grade teachers' beliefs and self-reported early literacy teaching practices?; and (c) How do teachers' educational backgrounds and professional development experiences explain the relationship between their beliefs and practices in early literacy learning and teaching? Three instruments were administered to the participants in this study. The Theoretical Orientation to Reading Profile (Deford, 1979), hereafter known as the TORP, was used to measure teachers' pedagogical beliefs about the teaching and learning of reading. The Preschool Literacy Practices Checklist (Burgess, Lundgren, Lloyd, & Pianta, 2001), hereafter known as the PLPC, was used to measure teachers' self-reported literacy instructional practices. A survey questionnaire I designed was used to obtain descriptive information about the participants in this study. Data were collected from forty-seven in-service Kindergarten and First grade teachers. The results of the TORP data from this study indicated that 6% of the participants represented the decoding perspective, 92% represented the skills perspective and 2% represented the wholistic perspective. Correlation scores from the PLPC regarding teachers' beliefs and practices show there was no significant correlation between teachers' beliefs and self-reported practices in the classroom. Additionally, the findings showed there is a relationship between teachers' educational backgrounds and the reading literacy practices teachers view as important or essential in the early grades such as understanding the meaning of words, recognizing basic sight words, understanding concepts of print, and identifying the elements of a story.

Early Childhood Teachers' Beliefs about and Self-reported Practices Toward Children's Private Speech

Author : Carla Baker Deniz
Publisher :
ISBN 13 :
Total Pages : 354 pages
Book Rating : 4.:/5 (546 download)

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Book Synopsis Early Childhood Teachers' Beliefs about and Self-reported Practices Toward Children's Private Speech by : Carla Baker Deniz

Download or read book Early Childhood Teachers' Beliefs about and Self-reported Practices Toward Children's Private Speech written by Carla Baker Deniz and published by . This book was released on 2003 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher Knowledge, Beliefs, and Instructional Practices in Early Literacy

Author : Brittney Bills (|e author)
Publisher :
ISBN 13 :
Total Pages : 236 pages
Book Rating : 4.5/5 (825 download)

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Book Synopsis Teacher Knowledge, Beliefs, and Instructional Practices in Early Literacy by : Brittney Bills (|e author)

Download or read book Teacher Knowledge, Beliefs, and Instructional Practices in Early Literacy written by Brittney Bills (|e author) and published by . This book was released on 2020 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comparison study examined differences in knowledge, beliefs and instructional practices regarding early literacy instruction between first grade teachers (n = 17) who received extensive content specific professional development (n = 13) and teachers who did not (n = 4). Participants were from 14 elementary ethnically and socioeconomically diverse schools in a large, urban school district in the Midwest United States. By using a comparison research design, this study was able to determine that significant differences in teachers' concept and skill knowledge (p = .000) can be explained by the provision of content specific professional development, with differences in teacher contextual early literacy knowledge approaching significance (p = .06). The use of a contextual knowledge survey in this study allowed for comparisons between teacher belief ratings and self-report of practices that teachers would elect to use in given situations. Similar to other research studies, this study found that overall teachers have positive beliefs regarding code-based instructional practices. However, teacher self-report on the contextual teacher knowledge survey surfaced inconsistencies between belief ratings for code-based items and the instructional practices of teachers who did not receive content specific professional development. First grade teachers who received content specific professional development generally demonstrated the most consistency in their concept and skill knowledge, belief ratings and self-report of practices on the contextual knowledge survey. In general, first grade teachers in this study reported negative beliefs regarding the use of meaning-based instructional practices with the exception of a few meaning-based items, indicating that their beliefs regarding meaning-based instructional practices may or may not be related to knowledge. If improving reading achievement is a primary goal for a school district, it is important for district leadership to consider how to provide content specific professional development such as the one from this study for their teachers. Results from this study indicate a knowing-doing gap between teachers who have not received extensive content-specific professional development. In general, teachers possess positive beliefs regarding code-based instruction, they lack the knowledge necessary to execute that instruction effectively without extensive professional development.

International Handbook of Research on Teachers' Beliefs

Author : Helenrose Fives
Publisher : Routledge
ISBN 13 : 113626583X
Total Pages : 515 pages
Book Rating : 4.1/5 (362 download)

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Book Synopsis International Handbook of Research on Teachers' Beliefs by : Helenrose Fives

Download or read book International Handbook of Research on Teachers' Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.

Handbook of Early Literacy Research

Author : Susan B. Neuman
Publisher : Guilford Press
ISBN 13 : 1462503357
Total Pages : 497 pages
Book Rating : 4.4/5 (625 download)

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Book Synopsis Handbook of Early Literacy Research by : Susan B. Neuman

Download or read book Handbook of Early Literacy Research written by Susan B. Neuman and published by Guilford Press. This book was released on 2011-10-10 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented.

Early Childhood Educators' Beliefs and Classroom Implementation of Literacy Learning Standards

Author : Ya-Fang Cheng
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Early Childhood Educators' Beliefs and Classroom Implementation of Literacy Learning Standards by : Ya-Fang Cheng

Download or read book Early Childhood Educators' Beliefs and Classroom Implementation of Literacy Learning Standards written by Ya-Fang Cheng and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research project focuses on teachers' important role in the era of standards-based education and explores how teachers' beliefs and literacy practices are associated with their implementation of the Wisconsin Early Literacy Learning Standards (WELLS). I utilized a mixed-method approach that combines survey research with a case study to explore teachers' literacy beliefs and practices before, during, and after their first encounter with the WELLS. I observed and interviewed four case study teachers and survey data was collected from 90 Wisconsin early childhood teachers. I used scatter plot, multidimensional scaling (MDS), cumulative frequency analysis, and case-study data to show that each teacher has their unique literacy beliefs about the WELLS at different points in time, and their literacy beliefs change in different ways and for different reasons. Teachers' most valued and most frequently reported implementing literacy area is book handling and concepts of prints. Teachers' least valued and least frequently reported implementing literacy area is writing. MDS results show that three literacy continua can be used to describe teachers' beliefs related to the WELLS. In addition, Pearson correlation coefficients between teachers' thoughts and practices are significantly positive for almost all of the 26 questionnaire statements. Finally, this research project highlights six categories of program factors that positively and negatively affect case study teachers' use of the WELLS. The research results help us conceptualize the complexity of early childhood education, especially at the congruence of teachers' literacy beliefs, classroom literacy practices, and programs structures. Teachers do not passively follow the standards but they utilize their human capital to decide how standards can be used to better support their students. Teachers' collaboration with others influence how they think and how they teach. Additionally, teachers' human capital, decisional capital, and social capital interact with each other and influence how teachers perceive and use the standards. Teachers refine and improve their teaching continually using all the three forms of capital. This research project highlights the importance of creating a supportive work environment, and examining and supporting teachers' professional capital to improve the quality of teaching.

Student and Teacher Writing Motivational Beliefs

Author : Steve Graham
Publisher : Frontiers Media SA
ISBN 13 : 283254441X
Total Pages : 267 pages
Book Rating : 4.8/5 (325 download)

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Book Synopsis Student and Teacher Writing Motivational Beliefs by : Steve Graham

Download or read book Student and Teacher Writing Motivational Beliefs written by Steve Graham and published by Frontiers Media SA. This book was released on 2024-06-21 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.

International Handbook of Research on Teachers and Teaching

Author : Lawrence J. Saha
Publisher : Springer Science & Business Media
ISBN 13 : 0387733175
Total Pages : 1192 pages
Book Rating : 4.3/5 (877 download)

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Book Synopsis International Handbook of Research on Teachers and Teaching by : Lawrence J. Saha

Download or read book International Handbook of Research on Teachers and Teaching written by Lawrence J. Saha and published by Springer Science & Business Media. This book was released on 2009-04-17 with total page 1192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.

Annual Summary of Investigations Relating to Reading, July 1, 1995 to June 30, 1996

Author : International Reading Association, Newark, DE.
Publisher :
ISBN 13 : 9780872072442
Total Pages : 204 pages
Book Rating : 4.0/5 (724 download)

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Book Synopsis Annual Summary of Investigations Relating to Reading, July 1, 1995 to June 30, 1996 by : International Reading Association, Newark, DE.

Download or read book Annual Summary of Investigations Relating to Reading, July 1, 1995 to June 30, 1996 written by International Reading Association, Newark, DE. and published by . This book was released on 1997 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book (the 72nd and last in the annual series) summarizes approximately 500 reports of reading research identified between July 1, 1995 and June 30, 1996. The research studies in the book are categorized into 6 major areas: (1) summaries of reading research; (2) teacher preparation and practice; (3) sociology of reading; (4) physiology and psychology of reading; (5) the teaching of reading; and (6) reading of atypical learners. All but the first category in the book are further subcategorized, and individual studies within subcategories are grouped by subject. An author index and a list of journals monitored conclude the book. (RS)

Handbook of Early Literacy Research, Volume 3

Author : Susan B. Neuman
Publisher : Guilford Press
ISBN 13 : 1609180291
Total Pages : 497 pages
Book Rating : 4.6/5 (91 download)

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Book Synopsis Handbook of Early Literacy Research, Volume 3 by : Susan B. Neuman

Download or read book Handbook of Early Literacy Research, Volume 3 written by Susan B. Neuman and published by Guilford Press. This book was released on 2011-03-09 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building crucial bridges between theory, research, and practice, this volume brings together leading authorities on the literacy development of young children. The Handbook examines the full range of factors that shape learning in and out of the classroom, from basic developmental processes to family and sociocultural contexts, pedagogical strategies, curricula, and policy issues. Highlights of Volume 3 include cutting-edge perspectives on English language learning; innovative ways to support print knowledge, phonological awareness, and other code-related skills; and exemplary approaches to early intervention and teacher professional development.

Teacher Beliefs as a Complex System: English Language Teachers in China

Author : Hongying Zheng
Publisher : Springer
ISBN 13 : 3319230093
Total Pages : 185 pages
Book Rating : 4.3/5 (192 download)

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Book Synopsis Teacher Beliefs as a Complex System: English Language Teachers in China by : Hongying Zheng

Download or read book Teacher Beliefs as a Complex System: English Language Teachers in China written by Hongying Zheng and published by Springer. This book was released on 2015-10-05 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.

A Study of Early Childhood Education Teachers' Beliefs and Practices about Early Literacy Learning

Author : Jennifer Mayo
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (731 download)

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Book Synopsis A Study of Early Childhood Education Teachers' Beliefs and Practices about Early Literacy Learning by : Jennifer Mayo

Download or read book A Study of Early Childhood Education Teachers' Beliefs and Practices about Early Literacy Learning written by Jennifer Mayo and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Administrators' Literacy Beliefs and Leadership Behaviors as Reflected in Early Childhood Practice

Author : Maria Kostrzewa Cahill
Publisher :
ISBN 13 :
Total Pages : 158 pages
Book Rating : 4.:/5 (547 download)

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Book Synopsis Administrators' Literacy Beliefs and Leadership Behaviors as Reflected in Early Childhood Practice by : Maria Kostrzewa Cahill

Download or read book Administrators' Literacy Beliefs and Leadership Behaviors as Reflected in Early Childhood Practice written by Maria Kostrzewa Cahill and published by . This book was released on 2009 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research supports the value of quality preschool programs in preparing children for future schooling, though experts in early care and education have not reached consensus on all contributing factors. Studies of educational leadership suggest that school leaders have an effect on student outcomes, yet few studies in the area of early childhood education have focused on the role of leaders. This study examined the literacy beliefs and the leadership behaviors of the instructional leaders of child care facilities and investigated whether these characteristics and/or behaviors were associated with prekindergarten teachers' instructional practices in the areas of language development, reading, and writing. Instructional leaders self-reported their beliefs through response to a survey that contained the Teacher Beliefs Questionnaire (Seefeldt, 2004) and items related to leadership behaviors. Teachers' classroom practice was evaluated using the Early Language and Literacy Classroom Observation PreK Tool (Smith, Brady, Anastasopoulos, 2008). Results suggest that instructional leaders' beliefs are most consistent with best practice in the areas of book reading and writing and most contradictory in decoding knowledge. Additionally, their beliefs in the area of oral language are also congruent with recent research, but they appear not to have a full understanding of the relationship between early vocabulary development and later reading ability. Finally, leaders' beliefs did not fully translate into teacher practice. These findings suggest a need for further research of leaders' relationship to literacy instruction in the early childhood setting. Further, the need for more robust professional development in the area of literacy for child care personnel is discussed as is the need for changes in policy concerning education and compensation for professionals in the field of early care and education.

The Influence of Teachers' Efficacy and Beliefs on Mathematics Instruction in the Early Childhood Classroom

Author : Elizabeth Todd Brown
Publisher :
ISBN 13 :
Total Pages : 358 pages
Book Rating : 4.:/5 (544 download)

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Book Synopsis The Influence of Teachers' Efficacy and Beliefs on Mathematics Instruction in the Early Childhood Classroom by : Elizabeth Todd Brown

Download or read book The Influence of Teachers' Efficacy and Beliefs on Mathematics Instruction in the Early Childhood Classroom written by Elizabeth Todd Brown and published by . This book was released on 2003 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was a correlational study conducted with a population of pre-k educators from a large Midwestern, metropolitan school district. The purpose was to examine if relations existed among early childhood teachers' sense of self efficacy, their beliefs about the importance of mathematics and teachers' mathematics instructional practices. There is strong reason to believe that teachers' mathematics beliefs and conceptions about the subject matter and its teaching play a vital role in their effectiveness as mediators between the subject and the learner. Examining teachers' efficacy and beliefs can inform educational practice and differentiate between successful and less successful instructional practices in teaching mathematics in the early childhood classroom. The research and observations of what early childhood teachers know and believe they are able to do has a profound effect on the way they teacher and on ultimately their students mathematical literacy development. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the Teacher Belief Scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities they rate themselves high in instructional strategies, classroom management and student engagement. The early childhood teachers did not rate their mathematics beliefs as high as their efficacy. The belief rating may reflect the lack of consensus among early childhood teachers that mathematics is important for preschool children. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high Teacher Efficacy and high Teacher Mathematics Beliefs would show alignment with the presence of standards based Mathematics Instructional Practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research will inform pre-k teachers about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy.

SAGE Handbook of Research on Classroom Assessment

Author : James H. McMillan
Publisher : SAGE
ISBN 13 : 1412995876
Total Pages : 577 pages
Book Rating : 4.4/5 (129 download)

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Book Synopsis SAGE Handbook of Research on Classroom Assessment by : James H. McMillan

Download or read book SAGE Handbook of Research on Classroom Assessment written by James H. McMillan and published by SAGE. This book was released on 2013 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.

Early Literacy Classroom Practices

Author : Norhaida Aman
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)

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Book Synopsis Early Literacy Classroom Practices by : Norhaida Aman

Download or read book Early Literacy Classroom Practices written by Norhaida Aman and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study explores the complex relationships between teacher beliefs and practices in developing children's literacy skills among preschool teachers from eight centres. Teacher belief is defined broadly as assumptions about students, classrooms, curriculum and the academic material to be taught."--abstract.

The Literacy Coach's Handbook

Author : Sharon Walpole
Publisher : Guilford Press
ISBN 13 : 1462507735
Total Pages : 274 pages
Book Rating : 4.4/5 (625 download)

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Book Synopsis The Literacy Coach's Handbook by : Sharon Walpole

Download or read book The Literacy Coach's Handbook written by Sharon Walpole and published by Guilford Press. This book was released on 2012-11-29 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This indispensable book gives preservice and practicing literacy coaches the tools they need to build a successful schoolwide reading program. The authors, well-known experts in the field, describe the literacy coach's crucial, evolving role in today's schools. They offer step-by-step guidelines for implementing curricula and assessments, selecting instructional materials, and planning for differentiation and intervention. Specific ways to support teachers by providing high-quality professional development are discussed. The book is grounded in research on PreK-5 instruction and the characteristics of effective coaches. New to This Edition *Incorporates the latest research and instructional materials. *Expanded grade range now includes PreK and grades 4-5. *Content on RTI and the Common Core standards is woven throughout. *Strategies for making professional development more responsive to teachers' needs. See also The Literacy Coaching Challenge, which guides more experienced coaches in choosing among different coaching models and addresses typical issues of implementation.