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Teacher Perceptions On The Obstacles Of Implementing Research Based Reading Strategies
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Book Synopsis Teacher Perceptions on the Obstacles of Implementing Research-based Reading Strategies by : Alex Greenhalgh
Download or read book Teacher Perceptions on the Obstacles of Implementing Research-based Reading Strategies written by Alex Greenhalgh and published by . This book was released on 2018 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: As reading is the foundational skill upon which other essential skills are developed (National Reading Panel, 2000), it is necessary that educators implement effective, research-based strategies which best fit their teaching styles, personalities, and preferences. It is, therefore, vital that teachers understand the obstacles faced in utilizing those strategies. The purpose of this study was to understand teachers' perceptions of the obstacles faced in using research-based reading strategies. This descriptive study utilized a Qualtrics survey, distributed to secondary teachers of various content areas throughout Utah. Teachers were asked about their use of nine recently-researched reading strategies; for each strategy no used, teachers were asked to explain their reasons for not utilizing them. The combined responses were then categorized into six main themes of perceived obstacles, the largest being a lack of familiarity (37 out of a total 71 responses), followed by a lack of resources (11), disagreement with the strategy's effectiveness (9), the use of other strategies to meet same objectives (8), logistics (4), and policy (2). Based on the emergence of these themes, teachers can begin making plans to overcome the obstacles faced. Though not every obstacle can be easily overcome, the majority can be by further education and training.
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 197 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 Content Area Teachers' Perceptions of the Factors that Promote Or Inhibit Infusion of Content Area Reading Strategies Into Instruction by : Cheryl Kopec Nahmias
Download or read book Content Area Teachers' Perceptions of the Factors that Promote Or Inhibit Infusion of Content Area Reading Strategies Into Instruction written by Cheryl Kopec Nahmias and published by . This book was released on 2010 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Factors that teachers perceived as most helpful in promoting their teaching of content area reading included instructional factors (student motivation, using diverse texts, relevant/engaging reading materials, and teaching reading strategies) and infrastructural factors (school-wide focus on literacy, access to leveled text resources, support from instructional coach/media specialist, collaboration with peers, and help supporting individual students). Teacher-perceived obstacles to providing effective reading instruction included infrastructural factors (lack of sufficient instructional and planning time and pressure to "cover" content) and instructional factors (student ability, differentiating for student needs, and student motivation). Implications for schools and districts as well as possibilities for future research are discussed.
Book Synopsis Guided Reading by : Irene C. Fountas
Download or read book Guided Reading written by Irene C. Fountas and published by Heinemann Publishing. This book was released on 1996 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Book Synopsis Implementing Research-based Reading and Writing Programs Overcoming Obstacles to Teacher Change by : Sheila W. Valencia
Download or read book Implementing Research-based Reading and Writing Programs Overcoming Obstacles to Teacher Change written by Sheila W. Valencia and published by . This book was released on 1989 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Reading Comprehension Strategies in Middle School Content Area Classrooms by : Christine Ceraso Parisi
Download or read book Teacher Perceptions of Reading Comprehension Strategies in Middle School Content Area Classrooms written by Christine Ceraso Parisi and published by . This book was released on 2015 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding how to instill reading comprehension strategies in all students is paramount to student success. Many middle school teachers focus instruction on content concepts rather than the automaticity of skills needed to access content area information. Content area teachers need to support a cooperative, team approach to reading comprehension strategy instruction in all subject areas. This research study explored a team of sixth grade content area teachers in an urban middle school in southern Connecticut as they implemented a reading comprehension strategy program as a team to determine which reading comprehension strategies the team perceived successful for all students in all content area classrooms. Content area classrooms included a language arts teacher, a science teacher, a mathematics teacher, and a social studies teacher. Interviews were conducted individually and as a team prior to the study, during the study, and at the conclusion of the study. Themes which emerged from the study were: teacher perceptions of collaboration, identification of successful reading comprehension strategies, classroom implementation, teacher perceptions of student response to reading comprehension strategy program, and teacher perceptions of implementing reading comprehension strategy program. The study revealed a need for content area teachers to continue to scaffold reading comprehension strategy instruction students received at the elementary school level.
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 Teacher Perceptions of the Implementation Processes of the Imagine Learning Program in Title I Elementary Schools by : Brigitt Angelica McGuinness
Download or read book Teacher Perceptions of the Implementation Processes of the Imagine Learning Program in Title I Elementary Schools written by Brigitt Angelica McGuinness and published by . This book was released on 2018 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Closing achievement gaps for students from low-socioeconomic backgrounds is a decades-long issue in public education, particularly for reading instruction (International Reading Association [IRA], 2010; National Center for Education Statistics [NCES], 2013). Across the United States, initiatives to further integrate technology-based instruction to achieve differentiation are constantly emerging. Selecting which programs to use and how to best implement the technology to produce the highest academic gains remain significant issues. Research has shown that technology-based programs can produce the same positive or negative effects as teacher-led instruction (Ross, Morrison, & Lowther, 2010). Finding and implementing high-quality literacy technology is particularly important for students attending Title I schools. Students from low-income backgrounds may start their schooling at a disadvantage in terms of vocabulary and oral communication skills (Reardon, 2013; Timmons, 2008) which research has linked to higher unemployment rates (Timmons, 2008). The purpose of this qualitative program evaluation was to analyze teacher perceptions regarding the impact of implementation activities for a technology-based literacy program in four Title I schools in a Virginia school district. Nine teachers representing kindergarten, first and second grades were interviewed regarding their level of preparedness, classroom integration, obstacles and facilitators in relation to program implementation. Teachers reported high levels of preparedness in placing students on the program, but low levels of support in ongoing implementation and training. Recommendations included providing all teachers with initial and continual professional development, allowing stakeholders to visit model classrooms, providing necessary equipment, devoting time for program-specific data talks and individual teacher planning, and garnering more planning input from the program consultants.
Book Synopsis Who's Really Struggling? by : Leah Moreau
Download or read book Who's Really Struggling? written by Leah Moreau and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who struggle with reading are common in today's middle school classrooms. This research used a socioecological framework to explore middle school teachers' perceptions of struggling readers. As the notion of perception encompasses many influences, the research sought out teacher understandings of components and factors relating to reading difficulties, both intrinsic and extrinsic. As well, the study examined teacher views of struggling readers' behaviours, affect, and the classroom implications of their difficulties. Finally, the study explored feelings of both competency and responsibility in the teaching of struggling readers. The research was carried out in three school districts in the Vancouver Island/Gulf Islands, BC area. Using a phenomenological case study approach, survey data from 35 respondents, and interview data from 10 participants were analyzed using both a within-case and cross-case analysis method. Identified common themes included teachers' difficulty defining and assessing students who struggle with reading, and tending to attribute the difficulties to factors beyond their control. The teachers realized the correlation between reading difficulties and motivation but were unsure how to mitigate the ensuing behaviours in their classrooms. The participants believed that middle school students should be competent grade level readers and did not believe it their job to teach specific reading skills in content area classes. Although the teachers in this study wanted to do more to help their students who struggle with reading, they were constrained by a perceived lack of knowledge and time. The findings suggest that teachers, both pre-service and in-service, need more education about reading difficulties, classroom strategies and practice. The research indicates a need for more optimal use of specialist teacher time, literacy coaching, levelled resources, and a focus on the British Columbia Performance Standards.
Book Synopsis Teacher Perceptions of Coaching in a Reading First Context by : Emiko Nikki Davis
Download or read book Teacher Perceptions of Coaching in a Reading First Context written by Emiko Nikki Davis and published by . This book was released on 2011 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: The creation of professional development that provides ongoing support to teachers so that they can continue to develop has been increasingly promoted in past years. With the onset of No Child Left Behind and Reading First, teacher professional development gained renewed interest in many school districts. One key component of professional development that received increased attention is professional development through instructional coaching. In a Reading First setting, coaches were supposed to provide teachers with ongoing support in implementing high quality reading instruction for teachers in grades K-3. However, little research on teacher perceptions in this setting has been undertaken. This study sought to discover teacher perceptions of the role, contribution, and value of coaching in grade levels K-3 by answering the following research questions: 1) How do teachers understand the role of instructional coaching? 2) What changes do teachers perceive in their practice as a result of instructional coaching? 3) Which components of instructional coaching do teachers believe they benefit from most? 4) Do teachers perceive a relationship between student learning and instructional coaching? A cross-case analysis was performed on two elementary schools. Data came from the perspective of eight teachers through personal interviews and focus group interviews. Coaching logs provided by instructional coaches were also used. Data collection and analysis was guided by Dewey's (1938/1998) theory of experience, focusing on continuity and interaction. The results of this research revealed perceived diverse benefits of coaching on teacher practice in a Reading First setting, as well as issues and challenges within the coach-teacher relationship. Teachers' views and attitudes regarding coaching were similar in some ways. Teacher interaction with coaches varied by experience and grade level. Most of the teacher participants wanted more interaction with the instructional coach assisting, modeling, and observing in the classroom.
Book Synopsis "These Kids Are Out of Control" by : H. Richard Milner IV
Download or read book "These Kids Are Out of Control" written by H. Richard Milner IV and published by Corwin Press. This book was released on 2018-07-18 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today’s classrooms reimagined If you’re looking for a book on how to "control" your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . . A critically important resource for teachers and administrators alike, "These Kids Are Out of Control" details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on: What it means to be culturally responsive in today’s classroom environments, even in schools at large How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline Classroom "management" takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. "These Kids Are Out of Control" is your opportunity to get started right away!
Book Synopsis Teacher Perceptions on Response to Intervention and Instruction by : Tina Giambattista
Download or read book Teacher Perceptions on Response to Intervention and Instruction written by Tina Giambattista and published by . This book was released on 2017 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teacher perceptions of the Response to Intervention model implemented throughout three school districts in the state of Pennsylvania. Response to Intervention (RTI) emerged as an approach to instruction, to identify and support students who were at risk for school failure. This model was designed to provide effective interventions for students who demonstrated need in the content area of reading. This study was conducted to analyze teacher perceptions of the effectiveness of this intervention model. This research study includes feedback provided from teachers from three suburban school districts, similar in size, in Montgomery County, Pennsylvania. Within each district selected for the study, teachers were selected from two elementary schools to participate in this study. Additionally, the group of teacher participants was randomly selected and included both general and special education teachers. The research instrument used for this qualitative study included a teacher questionnaire that was delivered to the participants through an online survey. The data analyzed in this study provide insight regarding teacher perceptions related to instructional changes in the classrooms as a result of RTI. With the use of the RTI framework, teachers reported successful outcomes by incorporating high quality instruction and frequent progress monitoring. Teachers were able to provide instructional interventions early and relied on assessment data to support instructional decisions. Teachers also reported using multiple levels of intervention and research-validated practices for core instruction in the classroom.
Book Synopsis Investigating Teachers' Perception of Using Reading Strategies in Teaching English to Grades 6-9 Students in the United Arab Emirates by : Maiam Mohamad Basheir Abu al-Khair
Download or read book Investigating Teachers' Perception of Using Reading Strategies in Teaching English to Grades 6-9 Students in the United Arab Emirates written by Maiam Mohamad Basheir Abu al-Khair and published by . This book was released on 2014 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is aimed at investigating English teacher's perceptions of using reading strategies in preparatory schools (Grades 6-9) in the emirate of Abu Dhabi in the United Arab Emirates (UAE). Also, the study examined if there were any significant differences in relation to gender and teaching experience variables. The participant in this study were collected by a questionnaire developed by the researcher. The collection of the data was limited to those teachers who were teaching English for grades 6-9 (n=134) in one of the regions of the emirate of Abu Dhabi in the UAE. This study revealed a number of major results. First, English language teachers who were teaching students at grade 6-9 have high perceptions of using reading strategies across all categories of major strategies (CM= 4.01). Second, there were some categories of strategies that were used more than the others. For example, teachers used the after reading strategies (M=4.07), the before reading strategies (M=4.05) and the during reading strategies (M=3.95) respectively. Third, there were a few significant differences among individual strategies when considering gender and teaching experience variables. However, no significant difference was found when calculating the overall differences for gender and teaching experience variables. This study has some implications for teaching, instruction and research. Finally, based on the results of the study, a set of recommendations were given to guide and direct future research, curriculum planning, policy making and instruction.
Book Synopsis An Investigation of Teachers' Perceptions of Factors that Influence the Implementation of the READ 180 Program by : Deonna Foster Wilemme
Download or read book An Investigation of Teachers' Perceptions of Factors that Influence the Implementation of the READ 180 Program written by Deonna Foster Wilemme and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, interests in the cyclical nature of reading failure have increased, resulting in programs designed to address the needs of adolescent students. Among many programs for older struggling readers, READ 180 is a program widely used in urban schools that addresses the needs of older struggling students. The purpose of this study was to determine what, if any, teacher and administrator practices used in the READ 180 program best support the literacy learning of older struggling readers in an urban school district that is populated predominantly by African American students.Four research questions guided this study: (1) what are the relationships between selected demographic characteristics of READ 180 teachers and their students' approximate grade-level gain in reading? (2) What is the relationship between selected teachers' reported use of instructional practices and their students' approximate grade-level gain in reading? (3) What is the relationship between teachers' perceptions of READ 180's potential for students' literacy learning and their students' approximate grade-level gain in reading? And (4) What is the relationship between teachers' perceptions of administrative support and their students approximate grade-level gain in reading?The analysis of the data yielded four major findings. There was a statistically significant difference in the age and years of teaching experience in READ 180 of those teachers whose students scored at or above the district norms and those who scored below district norms. There were no statistically significant differences between the two groups of teachers in their reported classroom practices, perceptions of the READ 180 programs' potential for improving students' literacy learning, or perceptions of administrative support. However, from the open-ended responses, two classroom practices were identified as most useful, small-group instruction and computer-assisted instruction, while independent reading and whole-group instruction were identified as least useful. The two strategies that were identified by teachers as most helpful and most needed for administrative staff were access to supplies as most helpful and scheduling and monitoring of students as most needed. The findings of the study led to implications for practicing teachers, administrators, and researchers.
Book Synopsis The Science of Reading by : Margaret J. Snowling
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Book Synopsis Student Feedback on Teaching in Schools by : Wolfram Rollett
Download or read book Student Feedback on Teaching in Schools written by Wolfram Rollett and published by Springer Nature. This book was released on 2021-08-12 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
Book Synopsis Discernable Patterns in Teachers' Perceptions, Attributions, and Responsiveness to Students Learning to Read by : Jamie J. Foeckler
Download or read book Discernable Patterns in Teachers' Perceptions, Attributions, and Responsiveness to Students Learning to Read written by Jamie J. Foeckler and published by . This book was released on 2019 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to better understand discernable patterns in teacher perceptions and actions based on their expectancy of student success in reading in kindergarten and first grade. Using the Purposeful, Aware, Responsive Framework (Frontier & Mielke, 2016), the following research questions guided inquiry: How do classroom teachers use data to guide their instruction in reading? How do classroom teachers respond to student learning needs as readers? Given a classroom teacher's use of data to guide instruction in reading and response to perceived student learning needs, how do teachers use data and/or respond differently to students depending on their attribution of a child's socioeconomic status? Through the use of the case study methodology, data were collected from six teachers via a series of interviews across an academic year. Interviews were used to gather information about teacher purpose in planning based on how children learn to read, teacher response and adjustment of instruction to student learning needs, and teacher awareness of student learning needs related to perceptions of students. Analysis was guided by seminal theories established by Vygotsky (1978), Freire (1970), and Heider (1958). Disconfirming evidence, thick description, and peer debriefing were used for data analysis. Themes that emerged from the interviews include: teachers purposefully planned to develop reading behaviors to build independence in all students, teachers responded to student learning needs in reading through similar evidence and research-based instructional practices, and teacher awareness and perception of student learning needs were not influenced by student socioeconomic status. Findings indicated that when classroom teachers look to better understand the purpose in their instructional approach in reading they utilized varied data sources to inform the practice of teaching reading, set reading goals with students to grow reading behaviors and independence, and leveraged strategy instruction in reading through conferring and small groups. As teachers responded to student needs in reading they made instructional adjustments based on student learning needs, and provided reading intervention/supports focused on struggling readers regardless of a student’s socioeconomic status. Implications for leadership, learning, and service related to the purpose of the study are also discussed.
