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A Collective Case Study Of Novice Elementary Teachers Perceptions Of Preparedness To Teach Early Literacy Skills To Beginning Readers
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Book Synopsis A Collective Case Study of Novice Elementary Teachers' Perceptions of Preparedness to Teach Early Literacy Skills to Beginning Readers by : Crystal Wright Walker
Download or read book A Collective Case Study of Novice Elementary Teachers' Perceptions of Preparedness to Teach Early Literacy Skills to Beginning Readers written by Crystal Wright Walker and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this collective case study was to explore novice teachers’ perceptions of their preparedness to teach early literacy skills to beginning readers in rural northwest North Carolina. Novice teachers’ perceptions of how adequately prepared they felt to teach early literacy skills to beginning readers in prekindergarten through third grade was examined using Badura’s theory of self-efficacy. The central question was “What are the perceptions of participants regarding their preparedness to teach early literacy skills to beginning readers?” The three sub-questions were as follows: how do participants describe their preparedness as it relates to content knowledge; how do participants describe their preparedness as it relates to addressing students’ challenges in acquiring literacy skills; and what experiences or opportunities do participants believe would help prepare beginning teachers to teach early literacy skills to beginning readers? The participants were 10 novice elementary school teachers responsible for teaching early literacy skills in prekindergarten through third grade. Data was collected via individual interviews, focus group interviews, and reflective journaling. Data was analyzed using coding to identify themes and patterns. The study produced four themes and nine subthemes. The themes were feelings of preparedness, effective literacy instruction, orthography, and differentiated instruction. The results indicated novice teachers felt unprepared to meet the literacy needs of beginning readers. However, teachers felt more prepared after gaining experience in the classroom, collaborating with veteran teachers, and when using scripted programs. Future research needs to include a larger sample size representative of more teacher preparation programs to better understanding teachers’ current perceptions of preparedness to teach early literacy skills to beginning readers.
Book Synopsis Culturally Responsive Literacy Instruction by : Robert Algozzine
Download or read book Culturally Responsive Literacy Instruction written by Robert Algozzine and published by Corwin Press. This book was released on 2009 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher."-Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, AL"This text addresses the literacy needs of learners who have been 'left behind.'"-Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West GeorgiaGive students from culturally and linguistically diverse backgrounds the literacy skills to succeed! All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.Culturally Responsive Literacy Instruction connects students' backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:A range of interventions that support five critical areas of reading instruction-phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehensionLearning materials that take advantage of multicultural literature, themes, and topicsGuidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiencesMake a significant difference in all your students' reading success with effective, culturally responsive teaching practices!
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Beginning Teachers' Perceptions of Their Pre-service Preparation for the Teaching of Reading by : Deanne Camp
Download or read book Beginning Teachers' Perceptions of Their Pre-service Preparation for the Teaching of Reading written by Deanne Camp and published by . This book was released on 1990 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of the Impact of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Assessment Upon Instructional Practices in Reading in the Talladega County School System by : Dorothy A. Wright
Download or read book Teacher Perceptions of the Impact of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Assessment Upon Instructional Practices in Reading in the Talladega County School System written by Dorothy A. Wright and published by . This book was released on 2004 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Taking Action written by Austin Buffum and published by Solution Tree. This book was released on 2017-09-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to intervention (RTI) is the most effective process for ensuring student success, using differentiated instruction to provide the time and support necessary. This comprehensive implementation guide covers every element required to build a successful RTI at WorkTM program in schools. The authors share step-by-step actions for implementing the essential elements, instructional strategies, and tools needed to support implementation, as well as tips for engaging and supporting educators. Readers who valued the practical knowledge in Learning by Doing: A Handbook for Professional Learning Communities at WorkTM (DuFour, DuFour, Eaker, Many, and Mattos) will appreciate a similar style and practicality in Taking Action. This guide will help you incorporate the response to intervention process by allowing you to: Understand how RTI at WorkTM builds on the PLC at WorkTM process. Review the revised RTI at WorkTM pyramid and its three RTI tiers. Learn what roles teacher teams, leadership teams, and schoolwide teams play in a multi-tiered intervention structure. Understand the differences among intervention, extension, prevention, and enrichment. Avoid common missteps when implementing RTI (or MTSS). Consider why an achievement gap remains in 21st century education and how the RTI process can close that gap.
Book Synopsis Teachers' Perceptions of Their Literacy Professional Development by : Patrick Suber
Download or read book Teachers' Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
Book Synopsis Teaching Beginning Reading and Writing with the Picture Word Inductive Model by : Emily F. Calhoun
Download or read book Teaching Beginning Reading and Writing with the Picture Word Inductive Model written by Emily F. Calhoun and published by ASCD. This book was released on 1999-03-15 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this practical guide to teaching beginning language learners of all ages, Calhoun encourages us to begin where the learners begin--with their developed listening and speaking vocabularies and other accumulated knowledge about the world. Engage students in shaking words out of a picture--words from their speaking vocabularies--to begin the process of building their reading and writing skills. Use the picture word inductive model (PWIM) to teach several skills simultaneously, beginning with the mechanics of forming letters to hearing and identifying the phonetic components of language, to classifying words and sentences, through forming paragraphs and stories based on observation. Built into the PWIM is the structure required to assess the needs and understandings of your students immediately, adjust the lesson in response, and to use explicit instruction and inductive activities. Individual, small-group, and large-group activities are inherent to the model and flow naturally as the teacher arranges instruction according to the 10 steps of the PWIM. Students and teachers move through the model and work on developing skills and abilities in reading, writing, listening, and comprehension as tools for thinking, learning, and sharing ideas. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Book Synopsis Teachers' Feelings of Preparedness by :
Download or read book Teachers' Feelings of Preparedness written by and published by . This book was released on 1999 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Perceptions of Early Elementary Classroom Teachers with Supplementary Literacy Certification by : Theresa Boehm Marsicek
Download or read book Examining the Perceptions of Early Elementary Classroom Teachers with Supplementary Literacy Certification written by Theresa Boehm Marsicek and published by . This book was released on 2021 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher expertise can have a large influence on student experiences and achievement. The purpose of this study was to explore the experiences, practices, and beliefs of early elementary classroom teachers who have supplementary literacy certification. Although characteristics of effective literacy teachers have been identified in previous research, a literature review indicated the current literature is lacking information regarding teachers with this additional literacy certification. In this phenomenological study, data was collected through semi-structured one-on-one interviews and analyzed using the interpretative phenomenological analysis procedure. The sixteen participants taught kindergarten, first, or second grade in Wisconsin (WI) and held a WI Reading Teacher license and/or WI Reading Specialist license. The theoretical frameworks guiding this study included interpretative phenomenology and social cognitive theory. Patterns in the lived experiences of the participants included: taking multiple paths to expertise, the use of knowledge to help others, valuing the individual, and going beyond the curriculum. At the core of this phenomenon is a combination of factors that allow these teachers to meet individual student needs. The findings of this study have potential to affect district hiring and professional development policies as well as individual teacher decision-making around the procurement and use of literacy expertise. The resulting actions of teachers and school districts may benefit student achievement in literacy.
Book Synopsis Primary Level Teacher Perceptions and Beliefs about Early Literacy Implementation Professional Development Training by : Rena Hawkins
Download or read book Primary Level Teacher Perceptions and Beliefs about Early Literacy Implementation Professional Development Training written by Rena Hawkins and published by . This book was released on 2011 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions and Knowledge of Evidence-based Literacy Instruction Among Elementary School Teachers of English Language Learners by : Sheldon Martin Barr
Download or read book Perceptions and Knowledge of Evidence-based Literacy Instruction Among Elementary School Teachers of English Language Learners written by Sheldon Martin Barr and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There is evidence that ineffective classroom instruction, particularly in the early primary grades, is a major contributor to the high incidence of reading problems in the United States. Researchers attribute poor classroom instruction to a lack of teachers̕ basic understanding of the concepts related to the English language that are necessary to teach literacy. Is there a similar contributing factor related to the low literacy levels of young English language learners (ELLs) who are approaching a new language at the same time they are learning to read? The purpose of this study is to determine what elementary school teachers of ELLs perceive and know about evidence-based literacy instructional practices and their perceived ability to teach ELLs using the literacy constructs and skills necessary for reading. To measure elementary school teachers̕ knowledge and perception of their own abilities, a survey was developed with 76 items refined from multiples resources. These resources were selected due to the reliability of the items and their target investigations of studying perceptions and knowledge of basic literacy constructs. Reliability for the scores on the survey was high at 0.982. Descriptive statistics provided insight into the average and variance in performance on each item of the survey, as well as groups of items on the survey. The results show that teachers̕ perceptions of their knowledge of specific literacy constructs did not correlate positively with their performance on the items related to the knowledge of specific literacy construct areas nor with the number of years of teaching experience. This dissertation discusses survey and performance results, along with implications for improved teacher preparation. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149253
Book Synopsis Poverty and Literacy by : Nathalis Wamba
Download or read book Poverty and Literacy written by Nathalis Wamba and published by Routledge. This book was released on 2014-07-16 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a mutual dependence between poverty and academic achievement, creative pedagogies for low-income pupils, school models that ‘beat the odds’, and the resiliency of low-income families dedicated to the academic success of their children. This book examines the connection between poverty and literacy, looking at the potential roles and responsibilities of teachers, school administrators, researchers, and policymakers in closing the achievement gap and in reducing the effects of poverty on the literacy skill development of low-income children. There are numerous suggestions about how to improve schools so that they respond to the needs of low-income children; some argue for school reform, while others advocate social reform, and yet others suggest combining both educational reform and social reform. Without a strong foundation in literacy, children are all too often denied access to a rich and diverse curriculum. Reading and writing are passports to achievement in many other curricular areas, and literacy education plays an important role in moving people out of poverty toward greater self-sufficiency post-graduation. Schools and home environments share responsibility for literacy skill development; in school, literacy equals the acquisition of reading and writing skills, but it is also a social practice key to social mobility. The achievement gap between low-income, middle-class, and upper middle-class students illustrates the power of socioeconomic factors outside school. This book was originally published as two special issues of Reading & Writing Quarterly: Overcoming Learning Difficulties.
Book Synopsis An Examination of Elementary Preservice Teachers' Self-efficacy Beliefs for Teaching Reading by : Michele Miller Schaich
Download or read book An Examination of Elementary Preservice Teachers' Self-efficacy Beliefs for Teaching Reading written by Michele Miller Schaich and published by . This book was released on 2016 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, an alarming number of students cannot read proficiently, though there is best-practice research on how to effectively teach readers at all levels. This study examined the impact teacher preparation courses as well as the student teaching experience had on preservice teachers’ self-efficacy for literacy instruction. An extensive review of the literature revealed there is not a large body of research that is literacy content-specific and focused on the preservice teacher efficacy. This study is significant in that the process of teacher preparation in universities is one of continuous improvement. Professors of teacher preparation courses must rely on research to consistently put evidence-based practices in place for improvement to impact student achievement. This study adds to the knowledge base of institutions of higher education to help build preservice teachers’ sense of self-efficacy, thus making stronger, more efficacious beginning teachers. -- The researcher utilized a mixed-methods research design. Data were collected with the Efficacy Scale for Teachers of Reading (EST-R) and through interview questions that determined the extent of preservice teacher perceptions on (a) the impact the student teaching experience had on elementary preservice teachers’ sense of self-efficacy in teaching reading, (b) the impact a senior-level literacy course had on elementary preservice teachers’ sense of self-efficacy in teaching reading, and (c) the relationship between the impact of coursework and the student teaching experience on elementary preservice teachers’ sense of self-efficacy in teaching reading.
Book Synopsis Reading for Understanding by : Catherine Snow
Download or read book Reading for Understanding written by Catherine Snow and published by Rand Corporation. This book was released on 2002-04-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Book Synopsis UNDERSTANDING HOW AND WHY A FIRST YEAR TEACHER IMPLEMENTS READING INSTRUCTION: A CASE STUDY. by :
Download or read book UNDERSTANDING HOW AND WHY A FIRST YEAR TEACHER IMPLEMENTS READING INSTRUCTION: A CASE STUDY. written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Reading Panel (2000) asserts that there is a lack of research related to beginning teachers once they enter the classroom for the first time. The purpose of this study was to understand how a first year teacher, who was a student in the researchers reading and language arts courses, used the knowledge she gained in her undergraduate program during her first year of teaching reading. Five research questions were posed for this study: (a) How did a first year teacher implement components associated with balanced literacy instruction, which she was taught in her undergraduate coursework? (b) How well prepared for teaching reading did a first year teacher perceive herself to be? (c) In what aspects of reading instruction did a first year teacher believe she needed support? (d) As the year progressed, how did the first year teachers implementation of balanced literacy instruction change? (e) How did the school context influence how the first year teacher taught reading? A qualitative case study design was used in this research study. The researcher was the instrument for data collection. Data were collected through interviews, observations, and teacher artifacts. One first year teacher participated in this study who was teaching for the first time during the 2006-2007 school year. Constant comparative analysis yielded five themes. The themes were balanced literacy instruction, preparedness, concerns, change, and enhancers. Balanced literacy instruction was implemented similar to the way the first year teacher was taught in her undergraduate coursework. The first year teacher believed she was prepared to teach reading, although she demonstrated personal initiative and desired to learn more during her first year. The areas of concern for the first year teacher were related to reading instruction and general concerns. Although her classroom instruction did not change, she did change her schedule. School-related contextual features such as coaching, mentor teach.
