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Middle School Teachers Perceptions Of The Value Of Data To Inform Literacy Instruction
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Book Synopsis Middle School Teachers' Perceptions of the Value of Data to Inform Literacy Instruction by : Kimberly D. Boyd
Download or read book Middle School Teachers' Perceptions of the Value of Data to Inform Literacy Instruction written by Kimberly D. Boyd and published by . This book was released on 2016 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined middle school teachers' perceptions of the use of assessment data to inform literacy instruction in the content areas. Forty-two teachers from five middle schools within southeastern Pennsylvania participated in the study. Multiple data collection instruments were utilized to provide qualitative data on teachers' perceptions of the value of assessment data, how teachers analyzed data, and how data analysis resulted in changes to middle school teachers' curriculum and instruction. The researcher found that teachers recognized strong value for data, primarily in planning instruction, improving teaching, and identifying effective instructional practices. The research also revealed that classroom level data were most meaningful, although a need existed for ongoing professional development in data analysis. Response data indicated that conditions such as, monitoring student progress, accessibility to data, and administrator support were important for promoting the use of data in the school. Teachers identified the importance of data-based decision making as it applies to literacy instruction.
Book Synopsis Data Driven Instruction by : Stephen J. O'Toole
Download or read book Data Driven Instruction written by Stephen J. O'Toole and published by . This book was released on 2013 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine middle school mathematics teachers' perceptions about student achievement data, the structures within the school system that help or hinder their ability to use data, and the teachers' perceptions towards the effect that examining data has on student achievement. This qualitative study investigated the perceptions of 20 middle school mathematics teachers' use of data to drive their instruction. Through the use of constructed response and open-ended survey items, the study identified (1) how teachers use student achievement data, (2) the types of data used most frequently, (3) the supports and impediments to using data, and (4) their beliefs about the effect using data has on their instruction and student achievement. Individual interviews with 6 participants provided additional information pertaining to the 3 research questions. The findings from this research reveal that middle school mathematics teachers frequently use and value course level formative assessments compared to state and district level assessments. The results indicate that teachers believe there are supports in place to help them use data. Supports included data warehouses, meetings with colleagues, and administrative assistance. Response data identified lack of time for analyzing data and for implementing instructional strategies based on data as significant impediments to using data to drive instruction. Teachers believed that using data changed their instruction and raised student achievement of struggling students.
Book Synopsis Teachers' Perceptions of the Value of Data from a District Writing Assessment by : Diane Barrie
Download or read book Teachers' Perceptions of the Value of Data from a District Writing Assessment written by Diane Barrie and published by . This book was released on 2012 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine teachers' attitudes and perceptions of the value of data from a district writing assessment, by what means they analyzed such data, and how the data analysis resulted in changes to curriculum and instruction. Forty-one elementary school teachers of grades one through six participated in the study which was comprised of an online survey with Likert-type, yes/no, multiple choice, and open-ended questions. Additionally, six subjects participated in an open-ended interview to provide additional details and explanation regarding the research topic. Results indicated that teachers found using data from a writing assessment to be confounded by the process by which the data were obtained. Concerns existed with the prompts, themselves, when it was perceived that the prompts may or may not have related to students' backgrounds or interests and with inter-rater reliability in scoring the compositions. The greater issue in using the data, however, was the absence of the components of a strong data-driven culture, namely leadership, data teams, time, and resources.
Book Synopsis MIDDLE SCHOOL TEACHERS PERCEPTIONS OF THE FACTORS THAT SUPPORT OR IMPEDE THE INCLUSION OF READING STRATEGIES INTO CLASSROOM INSTRUCTION. by : Angelica S Burks-Henley
Download or read book MIDDLE SCHOOL TEACHERS PERCEPTIONS OF THE FACTORS THAT SUPPORT OR IMPEDE THE INCLUSION OF READING STRATEGIES INTO CLASSROOM INSTRUCTION. written by Angelica S Burks-Henley and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This interpretive case study took place in an urban middle school where content area math and science teachers engaged in content area reading instruction designed to promote students reading development in their content area classes. Participants included eight teachers across grade levels six, seven and eight. Teachers participated in a Background Information Questionnaire designed to obtain their perceptions, literacy beliefs and literacy practices; focus group interviews created to explore their perceptions related to the key themes in the literature regarding content area reading instruction; structured one-on-one interviews to corroborate researcher interpretations of the initial data analysis and to collect individual teacher data on key themes created in focus group interviews; and finally, member checking sessions designed to verify key findings. ArrayKey findings revealed that these teachers held content area reading instruction within their content area class and felt responsible for students literacy learning while also being responsible for teaching content area standards. Students abilities emerged as a major theme regarding perceived impacts on students efforts to comprehend content area texts and vocabulary. Factors that teachers perceived as most supportive in teaching content area reading included instructional factors (teacher motivation and student motivation) and infrastructural factors (support from the administrative team, collaboration with English Language Arts colleagues, district literacy support and buy-in from all staff). Teacher-perceived obstacles to providing effective reading instruction included instructional factors (lack of instructional differentiated resources, excessive testing and student ability) and infrastructural factors (lack of adequate time, lack of proper undergraduate training, inadequate district professional development and student ability). Implications for schools and districts, as well as possibilities for future research were discussed..
Book Synopsis Making Differentiation a Habit by : Diane Heacox
Download or read book Making Differentiation a Habit written by Diane Heacox and published by Free Spirit Publishing. This book was released on 2018-04-18 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Updated edition of a popular resource helps teachers seamlessly integrate differentiation practices into their daily routine. In this updated edition of her guide to daily differentiated instruction, Diane Heacox outlines the critical elements for success in today’s classrooms. She gives educators evidence-based differentiation strategies and user-friendly tools to optimize teaching, learning, and assessment for all students. New features include an expanded section on grading, information on connections between personalized learning and differentiation, integration of strategies with tier one instructional interventions, scaffolding strategies, revised planning templates, and updated resources, which include digital tools and apps for assessment. Digital content includes customizable forms from the book. A free downloadable PLC/Book Study Guide is available at freespirit.com/PLC.
Book Synopsis Literacy Research Methodologies by : Marla H. Mallette
Download or read book Literacy Research Methodologies written by Marla H. Mallette and published by Guilford Publication. This book was released on 2004 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Balanced and authoritative, this volume brings together leading experts to present thirteen methodologies widely used in literacy research. Following a consistent format, each chapter describes the methodology at hand, identifies the types of questions and claims for which it is well suited, de-lineates clear standards for quality, and presents one or more exemplary studies using the methodology. Studies are cited in each chapter and can be easily referenced and the chapters follow similar formats, making this an easy text to use. Guiding readers to choose wisely from available methodologies when designing their own research endeavors, and to understand the contributions that each mode of inquiry can generate - this is an essential text for graduate students in literacy. It is also an ideal resource for more experienced researchers seeking to build their skills for utilizing or evaluating particular approaches.
Book Synopsis A Case Study of Perceptions of Teachers Engaged in Teaching Reading to Adolescent Students in Middle School by : Dennis Clinefelter
Download or read book A Case Study of Perceptions of Teachers Engaged in Teaching Reading to Adolescent Students in Middle School written by Dennis Clinefelter and published by . This book was released on 2008 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is a foundational skill that contributes to success in school and life-long endeavors. Teaching students to read and ensuring they learn how to master the five components of the reading process is a primary task of those in the education system. However, there are many students who reach middle school who have not become proficient or advanced readers. Many students continue to struggle with reading, functioning only at a basic or below basic level. The impact of struggling to read can be catastrophic for students and can negatively affect their ability to learn. The focus of this study is a middle school that continually reported a high number of students in 6th, 7th, and 8th grades that struggled with reading. The purpose of the study was to evaluate the perceptions of teachers engaged in teaching reading to adolescent middle school students. Further, the study sought to gain ideas from the teachers regarding adolescent literacy and how to address the problem of middle school students who struggled with reading. This study utilized a qualitative case study methodology. Data were collected through two surveys that used closed and open-ended questions. Data were also gathered from the researcher's classroom observation, team meeting, and informal conversation notes. This study found that a discrepancy existed about the extent of the problem between teachers' perceptions of struggling readers and reported assessment scores. Findings from the study also suggested mixed perceptions regarding the setting and who is responsible for teaching reading among the middle school teachers. In the findings, elements that block students from learning to read or express their reading abilities were identified. The teachers identified numerous ways to assist students but were hesitant to adopt strategies to use in the classroom beyond the aligned curriculum instruction. The findings also revealed that teachers were very definite in listing training needs for teachers and what elements must be included in teaching adolescent literacy. A theme emerged of resistance for some teachers based on the demand to teach a separate reading class and individual perceptions about whose responsibility it is to teach reading. This study may have implications for teachers dealing with similar issues based on the problem of a high number of students that struggle with reading in the middle school setting.
Book Synopsis Perceptions of Middle School Teachers Regarding the Use of Standardized Testing Data by : Darrell LaMar Stephens
Download or read book Perceptions of Middle School Teachers Regarding the Use of Standardized Testing Data written by Darrell LaMar Stephens and published by . This book was released on 2010 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Principals and teachers are under continuous pressure to improve student learning. The ability to analyze standardized testing data provides a tool for educators to use in their effort to combat students' deficiency in learning. The researcher conducted the study in four middle schools in a Georgia school district located outside of metropolitan Atlanta, which is in the beginning stages of providing training to teachers, and administrators on how to use standardized test results to improve student learning. To accomplish the purpose of this study, the researcher analyzed the surveyed responses of 242 participants, all middle school teachers. The method for this quantitative research study used descriptive statistics and independent sample t-tests. Findings of the study converged with the literature in terms of the purpose and benefits of using standardized testing data. Teachers agreed that principals provided time for them to analyze and plan instruction based on standardized testing results. Teachers also reported that their principals' current leadership actions was conducive to them being able to use standardized test data more, and they believed that there is an expectation in their school for teachers to use standardized testing data to inform their practice.
Book Synopsis The Influences of Gender, Work and Social Habits, and Content Area of Teachers' Perceptions of Reading Abilities and Scholarship of Middle School Students by : Edna Knighten Smit
Download or read book The Influences of Gender, Work and Social Habits, and Content Area of Teachers' Perceptions of Reading Abilities and Scholarship of Middle School Students written by Edna Knighten Smit and published by . This book was released on 1984 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Re-conceptualizing Secondary Literacy by : Melanie M. Brock
Download or read book Re-conceptualizing Secondary Literacy written by Melanie M. Brock and published by . This book was released on 2021 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rigorous school curriculums and end-of-course (EOC) exams have brought the need for literacy interventions at the high school level to the forefront. As 21st-century learning evolves, curriculum is shifting from traditional teaching to more student-centered approaches that value differentiated literacy instruction. Furthermore, teachers are receiving resources and ongoing professional development on secondary literacy interventions through Ohio literacy grants. However, the concept of literacy intervention across courses at the high school level is often overlooked due to the assumption that students have mastered reading comprehension in elementary school. The current mixed-methods investigation focuses on the implementation of evidence-based literacy interventions in an Ohio designated Science, Technology, Engineering, and Mathematics (STEM) high school. The purpose of the current study is to determine the impact of 21st-century literacy strategies on student reading levels, as well as student and teacher perceptions of literacy interventions and instruction. The examined literacy strategies include vocabulary instruction, differentiated literacy instruction, and both Fountas' & Pinnell's System of Strategic Actions (SOSA) and Leveled Learning Literacy Intervention (LLI). Results from the current investigation can inform administrators and teachers on the impacts of literacy interventions at the secondary level. Quantitative data results suggest that students grew an average of three Fountas & Pinnell reading levels over one academic year, and an average of five Fountas & Pinnell reading levels over a longitudinal three-year time span when receiving literacy interventions across content areas. Qualitative student interviews demonstrated four emerging themes: Student Perception, Changing of Students' Perceptions, Student Perceptions of Instruction, and Students' Perceived Importance of Reading. Additionally, qualitative teacher interviews demonstrated three emerging themes: Teacher Perceptions of Literacy Instruction, Perceived Student Impact, and Support for Literacy Instruction. Student and teacher perceptions regarding literacy interventions aligned with quantitative results in the belief that literacy interventions are impactful if implemented with fidelity.
Book Synopsis Examining Middle School Teacher Practices and Attitudes Regarding Teaching Information Literacy Skills by : Erin Catherine Shaw
Download or read book Examining Middle School Teacher Practices and Attitudes Regarding Teaching Information Literacy Skills written by Erin Catherine Shaw and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined practices and attitudes towards teaching information literacy skills (ILS) of 30 teachers from two rural middle schools. Responses to a pre- and post-survey provided data to examine three research questions after participants completed an Information Literacy Skill Intervention for Middle School Teachers: 1. Does knowledge of ILS instruction influence projected teaching practices of participants? a. What changes, if any, are seen in participant self-reports regarding the frequency that they required students to complete information literacy (IL) tasks during past as compared to projected requirements for future research projects? b. What changes, if any, are seen in participant self-reports regarding the frequency that they provided ILS instruction for past research projects as compared to projected provision for future research projects? 2. What changes, if any, are seen in participant attitudes toward ILS instruction? 3. What do participants report as reasons for including and for not including ILS when teaching middle school students? Significant differences were seen between pre- and post-survey responses regarding ILS student tasks and instruction. Question 1 outcomes revealed significant changes regarding required ILS student tasks, with key changes evidenced for evaluating the information solving process; defining the problem; identifying appropriate resources; and evaluating the product or performance. Question 2 results revealed significant changes regarding increased teacher belief in instructing students to evaluate resources for validity and citing sources to avoid plagiarism; a shift in teacher attitudes regarding who should teach ILS and in which courses it should be taught, with notable shifts for art, music, and mathematics. The findings suggest most participants recognized the value of including ILS in instruction and requiring students to complete ILS tasks to increase research skills. Participant open-ended responses for Question 3 suggest a belief in the importance of ILS and the inclusion of ILS in all subject areas, with less agreement regarding ILS for math and physical education. Participants expressed a need for professional development to appropriately include ILS instruction and student tasks for future research projects. Implications include areas such as instructional design for intervention, professional development for current teachers, and training for future educators.
Book Synopsis Data Literacy for Educators by : Ellen B. Mandinach
Download or read book Data Literacy for Educators written by Ellen B. Mandinach and published by Teachers College Press. This book was released on 2016-04-01 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts.
Book Synopsis Middle School ELL and LD Teachers' Perceptions of the Importance of Reading Methods by :
Download or read book Middle School ELL and LD Teachers' Perceptions of the Importance of Reading Methods written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a follow-up to Al-Fadda's (2004) investigation of middle school teacher's perceptions of the importance of reading methods. The primary research question to be addressed in this study was: What are ELL and LD teachers' perceptions of the importance of specific reading strategies for their respective types of students? To address this question the researcher developed a survey with five demographic questions and 44 reading methods based on the framework of the COBRA model developed by Heerman (2002). The researcher administered the survey to public middle and junior high school ELL and LD teachers from Kansas, New Mexico, Oklahoma, and Texas and compared the two groups' perceptions of the importance of several reading strategies. Analysis of the results showed that there was a 60% agreement rate between the two teacher groups (no significant differences) for three of the COBRA goals (background knowledge, comprehension, and study and application) and a 40% difference rate between the two teacher groups (significant differences) for two of the COBRA goals (experiential learning and vocabulary). For the 44 survey items, there was an agreement rate of 82.82%, and a difference rate of 17.18%. The researcher concludes that there were more similarities than differences between ELL teachers' and LD teachers' perceptions of the importance of the surveyed reading methods, however, there were also real differences. The researcher found justification for the belief that ELL and LD teachers should be considered specialist teachers when it comes to rating the relative importance of reading methods. ELL teachers appear to be inclined to use reading methods related to language, experience, and vocabulary methods. The results also reveal that LD teachers appear to be inclined to use reading methods related to intervention strategies with conferencing, coaching, compensatory methods, specific skills development and memory processes. In addition, the researcher noted a large number of methods with small mean differences, showing the certain levels of agreement between the two teacher groups. In terms of the five teacher variables, percentage of ELL students, percentage of low-income students and school enrollment proved to be the least active variables but the teacher variables of teachers' education levels and teachers' experience levels were more active.
Book Synopsis Middle School Teachers' Perceptions Towards Teaching Low Performing Readers by : Rhonda McGuire
Download or read book Middle School Teachers' Perceptions Towards Teaching Low Performing Readers written by Rhonda McGuire and published by . This book was released on 2016 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Education Issues written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine middle school principals' and teachers' perceptions of the current issues in middle school reading education and to identify the sources of information that these educators use and find helpful to keep informed reading issues. Participants were employed in the 14 middle schools of the Knox County School System (KCS) in Knoxville, Tennessee. Questionnaires were completed in March and April 2004 by the 14 middle school principals and 14 teachers who were reading chairpersons for their schools. The questionnaire used in this study, Middle School Principals and Teachers: Knowledge of the Reading Program, consists of five tasks. A chisquare analysis was used for three of the tasks and percentages of responses were compared to analyze two tasks. Principals and teachers agreed more than they disagreed on their responses to all tasks in the questionnaire. There were three items in which participants' responses showed statistically significant differences: (a) the two groups' classification and ranking of importance of one issue, providing a supportive learning community including teachers who serve as role models of active literacy via apparent relish for reading (teachers classified and ranked this as unresolved more often than did principals), and (b) one source of information, journals for educators (reported as used more by principals than teachers) ...
Book Synopsis Constructions of Literacy by : Louise E. Thomson
Download or read book Constructions of Literacy written by Louise E. Thomson and published by . This book was released on 2010 with total page 852 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Today's adolescents are expected to read and write well at highly competent levels and the content area literacy skills they will acquire in adolescence are necessary for academic achievement as well as life-long learning. In the middle grades, content area literacy skills are perfected through work in various curricular areas, which are housed in the context of specific school cultures. Content literacy instructional practices shape the learning strategies needed in order to read and think critically about abstract ideas as a result of their reading skills. Understanding the ways content area teachers support the development of adolescents' literacy skills in the context of specific school cultures will do much to help us to improve young adolescents' literacy learning environments, and thus, their literacy achievement. In this qualitative comparative case study, I sought to answer the question: "In a selected middle school, how are young adolescents instructed in content area literacy in three disciplinary areas and how does the context of that middle school shape the delivery of this instruction?" This research study was conducted in a suburban public middle school in Southeastern Massachusetts with three content area teachers in three specific disciplines social studies, science, and mathematics. During the course of a four month case study, approximately sixteen weeks, I collected data in the form of demographic surveys, three classroom observations per content area teacher, two on-site interviews, and visual data in order to document the literacy instructional practices found among these teachers within the same middle school. Through the use of these standard qualitative research tools, I documented the instructional practices and perspectives of these middle school teachers with the aim of better understanding the essential qualities of literacy instruction teachers implement in their content area courses and how that affects young adolescents' literacy opportunities in these classrooms. Throughout the course of the study, I organized and analyzed data utilizing the QSR NVivo 8 qualitative data analysis software program. The NVivo 8 software facilitated the structure and coding of data as well as my ability to determine relationships. There were several critical findings that emerged from this study. First, I found that the classroom teachers and administrators in the school shared congruent values about adolescent literacy instruction, and these shared values provided the basis for a cultural context for instruction. Second, I found that in this school, teachers were implementing a blend of the traditional and current research-based content area literacy instruction that has been identified by researchers as being successful in promoting the development of adolescent literacy. Last, I found that the school's infrastructure was supportive of content area literacy and provided professional development and opportunities for faculty to collaborate around literacy instruction which reinforced the implementation of content literacy across the curriculum. Understanding the ways content area teachers support the development of adolescents' literacy skills in a specific school culture as presented in this study provides information on the extent to which the school context helps the advancement of literacy skills. The work and dedication required for establishing an integrated literacy approach across content areas is substantial requiring conceptual changes and a new awareness among all administrators and staff of how a general school culture can advance or undermine the growth of literacy skills. Thus, integrating content area literacy instruction in the middle schools is a complex process that will require teacher education, collaboration, and a commitment to change. Overall, extended literacy instruction in the content area is necessary so that adolescents can handle the demands of our knowledge-based society as well as acquire positive experiences in school, at work, and in the global economy."
Book Synopsis Middle School Teachers' Perceptions of the Value and Efficacy of Curriculum Mapping and State Standards by : Susan Snapp Huffman
Download or read book Middle School Teachers' Perceptions of the Value and Efficacy of Curriculum Mapping and State Standards written by Susan Snapp Huffman and published by . This book was released on 2002 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
