Download or read book A Study of the Attitudes and Practices of Selected Content Area Teachers Concerning Reading Instruction written by Joan Bartlett Henthorne and published by . This book was released on 1979 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Content Area Literacy Instruction Course on Teachers Classroom Practices and Attitudes written by Janina A. Murzynska and published by . This book was released on 2005 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how teaachers are influenced by their participation in one course, Reading and Writing in Content Areas, which is one of seven courses of the Utah State Level 1 Reading Endorsement Program (REP). The effect of the course on teachers' classroom practices and their attitudes toward teaching literacy was examined.
Download or read book Factors Affecting Content Area Teachers Perceptions Regarding Content Area Reading Instruction written by Ann Marie Appolloni and published by . This book was released on 2006 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine current practices of teaching reading skills in the content areas in order to describe and analyze the perceptions of content area teachers (mathematics, science, social studies) and teachers of reading (language arts and learning support) regarding best practices and staff development for content area reading instruction. Twenty teachers of seventh and eighth grade completed an attitude scale at the beginning and at the conclusion of the study. Journals were maintained by participating teachers, before and after a staff development workshop. Participants attended team meetings where the researcher was present to answer questions and offer support in implementing the content area reading strategies. Participants were selected for in-depth interviews to clarify responses and to gather additional information regarding perceptions.
Download or read book Strengths Limitations and Required Supports of a School wide Reading Comprehension Strategy written by Michael J. Siggins and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The middle school that served as the focal point of this case study failed to meet required performance levels on the Pennsylvania System of School Assessment (PSSA) reading assessment for four consecutive years, and in 2006 was assigned the negative distinction of School Improvement I status by the Pennsylvania Department of Education. Through the incorporation of a school improvement team, a detailed implementation plan was developed to address this failure by requiring the consistent use of a singular reading strategy within all discipline-specific classrooms. Therefore, the purpose of this case study was to examine the perceptions of middle school classroom teachers regarding the strengths, limitations, and necessary supports of the required school-wide use of a singular reading strategy across all content areas. Perceptual data were obtained through the use of a web-based survey (33 respondents) and ten personal interviews. Findings from this study supported the need for a clear vision, daily time for collaboration, teacher accountability, and professional development as necessary supports to effectively provide reading strategy instruction within discipline-specific classrooms. Student academic performances within discipline-specific classrooms and on mandated state standardized assessments improved to the level that the school was awarded a 2012 National Blue Ribbon. Findings indicated that the school's climate transformed from isolation to collaboration, where teamwork drove the school's mission of improving the academic performances of students and the instructional practices of teachers. Additionally, this study revealed that the attitudes of secondary content area teachers had positively changed toward the teaching of reading strategies within their discipline-specific classroom.
Download or read book Teaching Reading in the Secondary Content Area Classroom written by Sara L. Norton-Ejnik and published by . This book was released on 2011 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategic teaching of reading occurs at the elementary level, and students are expected to "read to learn" once they enter high school. The majority of the nation's secondary students do not have all the requisite skills to read and learn from high school texts and materials, and even drop-out rates have been attributed to students' inability to keep pace with the literacy skill demanded by the secondary curriculum. No Child Left Behind legislation now mandates secondary school reading initiatives, from high stakes testing to remediation. Despite the national focus on secondary reading, teachers in America's secondary schools are not teaching the skills and strategies necessary for their students to grow as readers and learn from what they read (ACT, 2007; Biancarosa & Snow, 2004). The study quantified Michigan's secondary content area teachers' attitudes toward teaching reading and examined the relationship between those attitudes and predictor variables of content area, level/type of training in teaching reading, degree level, and degree of learner centerdness. Data was collected from 191 male and female respondents vai email link to a survey using the Otto Smith Inventory Scale to measure teacher attitudes toward teaching reading and a portion of the Learner Centered Battery Scale to measure the respondents' learner-centeredness. Teacher respondents had generally positive attitudes toward teaching reading. Math and science respondents had significantly lower attitude scores that English teachers. Post-bachelors' training/education correlated positively with teacher attitudes toward teaching reading. A positive relationship existed between respondents' learner centered beliefs and their attitudes toward teaching content area reading. The data showed a negative relationship between non-learner centered beliefs and the respondents score on the OSI. Both correlations were significant at the .01 level. According to the data, the more learner centered a teacher, the more positive her attitude toward content area reading instruction. Conversely, the stronger a teacher's non-learner centered beliefs, the more negative her attitude toward content area reading instruction. The findings from this study provide important insights for designing inservice or post-bachelors training programs to create learner-centered belief systems and positive attitudes toward teaching content area instruction.
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Attitudes and Practices about Teaching Reading in the Content Areas written by Jennifer Jeremiah and published by . This book was released on 2003 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study to Assess the Attitudes of Elementary Content Area Teachers Toward Teaching Reading in the Content Areas written by Deborah Ann Mischler and published by . This book was released on 1983 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Attitudes written by Marjorie Powell and published by Routledge. This book was released on 2018-06-12 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Download or read book A Study of the Attitudes of Teachers Towards the Teaching of Reading in the Content Areas written by Kurt David Steinbach and published by . This book was released on 2005 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Secondary English Language Arts and Social Studies Teachers Perceptions and Implementation of Effective Literacy Instruction Practices in Their Content Area Classrooms written by Melissa Mitchell and published by . This book was released on 2021 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to national assessments of student performance, struggling readers in secondary grades continue to struggle, specifically in the areas of vocabulary development and reading comprehension. As a result, the identified students struggle with content area learning. It is important to examine content area teachers' perspectives and instructional needs about the role of reading/literacy in their content area. This study uses a correlational research design, consisting primarily of collection and analysis of inventory data, collected from 74 secondary English Language Arts (ELA) and Social Studies teachers in grades 6-12. The use of correlational design was selected to examine possible relationships between perceptions of ease of use, usefulness, and attitude towards literacy instruction and implementation of effective literacy practices. This study examines secondary English Language Arts (ELA) and Social Studies teachers’ perceptions and implementation of effective literacy instruction practices, in grades 6-12, through the analysis of correlational data, collected through an inventory related to this topic. Using multiple regression analysis of data, results of this study found a significant relationship between ease of use and teacher attitude, as well as teacher attitude and implementation of literacy instructional practices associated with positive effects in student achievement. This study also shows the significance of ease of use when implementing instructional practices in the classroom, as well as examines differences related to teacher education, preparation, and content area. The results of this study have the potential to (a) inform ELA and Social Studies teachers in grades 6-12, school administrators, related department heads, and school district leaders with recommendations for professional development and (b) identify areas for future research. The results of this study could provide much needed insight into the instructional decision making of secondary content area teachers, specifically in the area of literacy instruction within the ELA and Social Studies content area classrooms.
Download or read book Every Teacher a Teacher of Reading written by Chyllis Elayne Scott and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Appropriate preparation for preservice and inservice teachers for teaching content-area literacy continues to influence twenty-first century research agendas. In this systematic review (which analyzed 2,179 articles), the researcher aimed to ascertain and synthesize the research on teacher preparation for content-area literacy instruction while evaluating the methodological qualities of the research. The findings are presented in an article format with the connecting theme of content-area literacy; however, the first article focused on research regarding preservice teachers and the second article on inservice teachers. Whereas, previous reviews have primarily focused on secondary teacher beliefs and attitudes this review provides a broader scope of the research, which encompasses K-16 preservice and inservice teachers' beliefs, attitudes, instructional practices, strategies, and knowledge of content-area literacy instruction. The major findings from research on preservice teachers are: with a minimum of one content-area literacy course, this teacher preparation may prove to be less than sufficient; in addition, preservice teachers' beliefs regarding content-area literacy are typically positive, but actual transference once in the classroom is narrow. The major findings from the inservice article suggest the need for further training, modeling, and collaboration of literacy instruction for implementation in content classes. Inservice teachers, albeit experts of their content are restricted by their own motivation and knowledge of literacy strategies, therefore literacy implementation during class instruction is restricted. By reviewing longitudinal and current research as well as building upon previous reviews, these articles closely examine preservice and inservice teacher preparation, instruction, and implementation of literacy instruction in the content-area class. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151284
Download or read book The Effects of Terminology Content Area and Reading Course Work on the Attitudes of Secondary Teachers Toward Reading Instruction in the Content Classroom written by Kim Twesme and published by . This book was released on 1980 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Master s Theses in Education written by T. A. Lamke and published by . This book was released on 1980 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Children to Read an Evidence based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Reports of the Subgroups written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading in the Content Area written by Peter Andrew Wilson and published by . This book was released on 2009 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on evaluating the sufficiency of research in reading in the content area used to instruct classroom teachers. The research used was conducted between 1970 and 2000 and incorporated into textbooks written between 1975 and 2005. Studies examined were those reported in the following journals: Review of Educational Research, Review of Research in Education, Social Education, Theory and Research in Social Education, Reading Research Quarterly, and Research in the Teaching of English. Some attention was also given to two major educational curriculum and issue journals- Educational Leadership and Phi Delta Kappan as these sources might identify relevant research studies for further investigation. References cited in more than one text helped identify and establish a baseline of those studies considered most significant by textbook authors. The findings of this study showed that the majority of citations looked at the following themes: -Learners acquire meaning from the printed page through thought.-Reading can and should be done for different purposes using a variety of materials.-A number of techniques can be used to teach reading skills.-Reading materials need to be selected according to changes in a child's interests.-Reading ability is the level of reading difficulty that students can cope with. It depends on ability rather than age or grade level.-Readability contributes to both the reader's degree of comprehension and the need for teacher assistance when reading difficulty exceeds the reader's capability.-Reading instruction, in some form, needs to be carried on into the secondary grades. Research findings from the 1970s were concerned with reading strategies, reading skills, reading comprehension, readability, attitudes towards reading, vocabulary, study skills, and content area reading programs. In the 1980s research cited in content area reading books looked at reading comprehension, reading skills, vocabulary, learning strategies, curriculum issues, purposes for reading and writing, content area reading programs, readability, schema theory, thinking skills, summarizing, comprehension strategies, and cooperative learning. By the 1990s more research cited in content area reading books focused on reading strategies, curriculum issues, how to read documents and graphs, reading skills, vocabulary, attitudes towards reading, reading comprehension, and activating background knowledge.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
