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Author : Gerald G. Duffy
Publisher :
ISBN 13 :
Total Pages : 742 pages
Book Rating : 4.F/5 ( download)
Download or read book Measuring Teachers' Beliefs about Reading written by Gerald G. Duffy and published by . This book was released on 1979 with total page 742 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Helenrose Fives
Publisher : Routledge
ISBN 13 : 113626583X
Total Pages : 515 pages
Book Rating : 4.1/5 (362 download)
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.
Author : Helenrose Fives
Publisher : Routledge
ISBN 13 : 1136265821
Total Pages : 717 pages
Book Rating : 4.1/5 (362 download)
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 717 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.
Author : Nari Carter
Publisher :
ISBN 13 :
Total Pages : 127 pages
Book Rating : 4.:/5 (815 download)
Download or read book Preservice Special Education Teachers' Beliefs about Effective Reading Instruction for Students with Mild/moderate Disabilities written by Nari Carter and published by . This book was released on 2011 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: If teachers fail to implement effective practices, the long-term outlook for poor readers is dismal, particularly for students with disabilities. Considerable research indicates that students with disabilities need intense, explicit, skill-based instruction to acquire basic reading skills. Although some of the studies reviewed provide evidence that special education teachers believe that explicit, skill-based approaches are effective for teaching reading to students with disabilities, more research is needed to understand how special education teachers' beliefs influence their instructional practice.
Author : Jennifer Walz Garrett
Publisher :
ISBN 13 :
Total Pages : 124 pages
Book Rating : 4.:/5 (181 download)
Download or read book Children, Parents and Teachers' Beliefs about Reading written by Jennifer Walz Garrett and published by . This book was released on 2007 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research documented children, parents and teachers' beliefs about reading. Specifically, this study described children, parents and teachers': 1)definitions about reading, 2) beliefs about how they learned to read, 3) purposes for reading and 4) relationships between participants' reading perspective in comparison with current/historical reading instructional methods. Participants included 47 children in grades 1, 3 and 5 from an urban Catholic school, their parents and classroom teachers. The 93 participants were interviewed about their reading experiences using the questions, "What is reading?," "How do you think you (your child) learned to read?" and "Why do you read?" In addition, the teachers' classrooms were observed during reading or language arts instruction and artifacts were collected. Transcripts from interviews were coded and analyzed for categories of responses. Data from interviews, observations and artifacts were triangulated revealing several themes. First, results indicated that children, parents and teachers predominately agree on defining reading as an action/skill. Second, participants indicated learning to read through formal and informal experiences with children reporting a high frequency of formal reading experiences. Third, purposes for reading were numerous but the majority of participants described at least one recreational/pleasure purpose including reading for fun. Additional themes, implications and future research directions are discussed.
Author : Ruth Garner
Publisher : Routledge
ISBN 13 : 1136690069
Total Pages : 348 pages
Book Rating : 4.1/5 (366 download)
Download or read book Beliefs About Text and Instruction With Text written by Ruth Garner and published by Routledge. This book was released on 2019-06-06 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Every day in classrooms, teachers and students think about and with text. Their beliefs about what text is, who created it, and how to evaluate it are an influence, often a profoundly important one, on how they use text. This book brings together research on epistemology, belief systems, teacher beliefs, and text -- research that is usually presented separately, and in different disciplines. The editors illustrate what a cross-disciplinary body of work looks like, what varied insights are possible, and when the central concerns are beliefs and text. Written by respected researchers in the fields of psychology and education, the chapters are clustered thematically into three sections: * childrens' and adults' beliefs about text. * beliefs about what should be taught and how particular content should be taught and assessed in classrooms. * commentary on knowing versus believing, on the literatures that inform this body of work, and on belief systems. The first to address this important topic in a single volume, this book provides an essential synthesis of current research in an active area of inquiry. The chapters are pieces framed in a time and place with particular intentions -- one of those intentions is that they separately and as a whole stimulate discussion about beliefs and text.
Author : Safrudiannur
Publisher : Springer Nature
ISBN 13 : 365830023X
Total Pages : 163 pages
Book Rating : 4.6/5 (583 download)
Download or read book Measuring Teachers’ Beliefs Quantitatively written by Safrudiannur and published by Springer Nature. This book was released on 2020-04-06 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of Likert scale instruments for measuring teachers’ beliefs is criticized because of amplifying social desirability, reducing the willingness to make differentiations, and often providing less or no contexts. Those weaknesses may distort teachers’ responses to a Likert scale instrument, causing inconsistencies between their responses and their actions. Therefore, the author offers an alternative approach by employing rank-then-rate items and considering students’ abilities as one of the factors affecting teachers’ beliefs. The results confirm that the offered approach may give a better prediction about teachers’ beliefs than does a Likert scale instrument.
Author : Lawrence J. Saha
Publisher : Springer Science & Business Media
ISBN 13 : 0387733175
Total Pages : 1192 pages
Book Rating : 4.3/5 (877 download)
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.
Author : Emilia Ferreiro
Publisher : Heinemann Educational Publishers
ISBN 13 : 9780435082208
Total Pages : 289 pages
Book Rating : 4.0/5 (822 download)
Download or read book Literacy Before Schooling written by Emilia Ferreiro and published by Heinemann Educational Publishers. This book was released on 1982 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Tim Morton
Publisher :
ISBN 13 :
Total Pages : 88 pages
Book Rating : 4.:/5 (222 download)
Download or read book A Measure of Teachers' Beliefs written by Tim Morton and published by . This book was released on 1998 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Diane Wilcenski
Publisher :
ISBN 13 :
Total Pages : 263 pages
Book Rating : 4.:/5 (931 download)
Download or read book The Investigation of Beliefs, Practices, and Strategies that Teachers Use to Raise and Maintain Academic Performance of Students in Reading written by Diane Wilcenski and published by . This book was released on 2015 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts and individual schools are struggling to identify effective ways to increase student achievement in reading in the wake of a more diverse population and the revised and more rigorous academic standards. The purpose of this study was to investigate the beliefs, practices and strategies that elementary teachers use to raise and maintain students' academic performance in reading. The following questions guided the research: a) what are the teacher beliefs, practices and strategies that have a positive influence on student reading achievement?, b) how is the teacher collaborative time within a Professional Learning Community effectively spent addressing student achievement?, and c) how does leadership impact student achievement across grade levels as measured by a Teacher Efficacy Scale? A mixed methods study approach guided the direction of the collection and analysis of data with a mixture of quantitative and qualitative approaches. Fourteen elementary school teachers at a Midwest school participated in two focus groups and classroom observations, and three teachers participated in follow-up interviews. The results were generally consistent with the literature review findings that when teachers believe that children can learn to read, students will become readers. Collaborative time is essential for teachers to focus on students and share best practices. Differentiated instructional practices, reading skill-based practices, and a "working together attitude" were consistent in the school with teachers focused on reading instruction and using similar instructional practices. The research concluded that a school-wide focus on reading will increase student achievement regardless of other student variables.
Author : Michelle Mastrini-McAteer
Publisher :
ISBN 13 :
Total Pages : 648 pages
Book Rating : 4.:/5 (396 download)
Download or read book Teacher Beliefs and Practices as They Relate to Reading Instruction and Student Achievement written by Michelle Mastrini-McAteer and published by . This book was released on 1997 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Tiffany Armstead Flowers
Publisher :
ISBN 13 :
Total Pages : 91 pages
Book Rating : 4.:/5 (919 download)
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.
Author : Robert Rueda
Publisher :
ISBN 13 :
Total Pages : 40 pages
Book Rating : 4.A/5 ( download)
Download or read book Teachers' Beliefs about Reading Assessment with Latino Language Minority Students written by Robert Rueda and published by . This book was released on 1994 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : P. David Pearson
Publisher : Psychology Press
ISBN 13 : 9780805824162
Total Pages : 1108 pages
Book Rating : 4.8/5 (241 download)
Download or read book Handbook of Reading Research written by P. David Pearson and published by Psychology Press. This book was released on 1984 with total page 1108 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Author : Julian Bamford
Publisher : Cambridge University Press
ISBN 13 : 0521016517
Total Pages : 181 pages
Book Rating : 4.5/5 (21 download)
Download or read book Extensive Reading Activities for Teaching Language written by Julian Bamford and published by Cambridge University Press. This book was released on 2004-08-16 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: This lively collection of over 100 classroom activities allows teachers to exploit fully the language learning potential of extensive reading. The activities, contributed by teachers who have used them successfully in classrooms all over the world, introduce extensive reading to students, and link it with the rest of the language curriculum. Here is a wealth of ideas for encouraging students to read, and for using students' reading experiences for further language practice and learning. These creative and enjoyable speaking, listening, role-play, reading, writing, and vocabulary activities are suitable for students of all ages and levels. Each activity is clearly explained, together with a personal note from its author. This is a handbook for teachers of general language courses, or grammar, listening, speaking, writing, or reading courses. It is written for teachers both non-native and native speaking, and for teachers both novice and experienced. It will also be of interest to teacher-educators.
Author : Cynthia H. Goldsworthy
Publisher :
ISBN 13 :
Total Pages : 110 pages
Book Rating : 4.:/5 (131 download)
Download or read book The Impact of Progress Monitoring on Primary Grade Teachers' Beliefs and Practices in Reading Instruction written by Cynthia H. Goldsworthy and published by . This book was released on 2008 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was designed to examine the beliefs and practices of primary grade teachers (kindergarten through third grade) with regard to progress monitoring in reading. The research was conducted in one suburban school district located in central Pennsylvania. The responses generated by the 22 participating teachers on the progress monitoring survey as well as responses generated by 15 teachers who participated in an interview process were analyzed and used to determine emerging patterns and themes. The study specifically examined: (1) K-3 teachers' beliefs with regard to progress monitoring in reading, (2) K-3 teachers' beliefs about the value of progress monitoring on student achievement in reading, and (3) the extent to which K-3 teachers report changes in instructional practices as a result of using progress monitoring as a formative assessment tool to assess student growth in reading. Findings revealed that the majority of teachers believe that progress monitoring should be a required practice by the entire school. Conversely, the majority of the teachers did not indicate strong beliefs that progress monitoring was a motivational factor for students. Teachers also noted time as a barrier to progress monitoring. The majority of the teachers reported that progress monitoring did result in changes in their instructional practices. Teachers' beliefs and values in support of progress monitoring were reported with a high degree of inconsistency and contradiction than were changes in their instructional practices.
