Download or read book Teachers Perceptions and Students Literacy Motivations written by Anne P. Sweet and published by . This book was released on 1996 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions And Students Literacy Motivations Reading Research Report No 69 ED402554 United States Department Of Education written by United States. Office of Educational Research and Improvement and published by . This book was released on 1997* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Students Motivation to Read written by Anne P. Sweet and published by . This book was released on 1994 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Engagement written by John T. Guthrie and published by . This book was released on 1997 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
Download or read book Teacher Perceptions of Strategies and Practices that Motivate African American Adolescent Males with Individual Education Program to Read written by Shawneice TaShae Malone and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore teachers' perceptions of African American males with an Individual Education Program (IEP), literacy motivations to assist teachers in augmenting students' self efficacy and literacy competence. The theoretical framework was derived from the expectancy theory of motivation which places emphasis on individual perceptions and the interactions that follow as a consequence of personal expectations. The researcher used a survey to determine which strategies teachers believe to be most motivational for high school African American males receiving a special education to read. The survey included 27 motivational strategies and practices acquired from previous studies and research among all age groups. An open-ended question was included to determine the most motivational strategies.
Download or read book Teachers Perceptions written by Kelly K. Finn and published by . This book was released on 2012 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine fifth and sixth grade teachers' perceptions of instructional practices that motivate and increase comprehension for male students who struggle with reading (MSR). This study examined (a) fifth and sixth grade teachers' perceptions of the intrinsic motivation, extrinsic motivation, self-efficacy, and social motivation of MSR, (b) teachers' perceptions of the instructional strategies that are implemented to meet the needs of fifth and sixth grade MSR to increase comprehension, and (c) teachers' perceptions relating to the instructional strategies that are motivating factors to enable fifth and sixth grade MSR to read both fiction and informational text as evidenced by benchmark tests. The participating subjects included eleven fifth and sixth grade teachers who answered likert-scale and open-ended survey questions. A research assistant also interviewed five participants via a voluntary phone interview. Findings revealed that teachers seemed to have awareness of the motivational characteristics of comprehension and motivation in heterogeneous classrooms, but some strategies were implemented more than others. Teachers generally implemented strategies to increase motivation with regard to fictional text more regularly than with informational text.
Download or read book Reading motivation in upper elementary students written by Kristen L. Kunishima and published by . This book was released on 2002 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Embracing Diversity in the Learning Sciences written by Yasmin B. Kafai and published by Taylor & Francis. This book was released on 2012-10-12 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.
Download or read book Handbook of Reading Research Volume III written by Michael L. Kamil and published by Routledge. This book was released on 2016-11-18 with total page 1438 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
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.
Download or read book How Do Classroom Characteristics Influence Intrinsic Motivations for Literacy written by and published by . This book was released on 1996 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Download or read book Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts written by James Flood and published by Routledge. This book was released on 2004-09-22 with total page 2241 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.
Download or read book Teacher and Student Perceptions of what Motivates Reading in African American Males Enrolled in Developmental Reading Classes written by Dominique Prince and published by . This book was released on 2015 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has indicated that effective literacy skills are needed participate fully in society and become productive employees. Still, many high school graduates lack the essential literary skills needed. In spite of African American males continuing to value literacy, some are not performing to levels of proficiency. Understanding the impact teachers and educational leaders have on students' reading achievement, attention has been placed on students' motivation to read. The purpose of this qualitative multiple case analysis was to explore what motivated reading in African American males enrolled in developmental reading classes at a Central Alabama Community College. Four theoretical frameworks: acquired needs, drive, extrinsic motivation, and intrinsic motivation were utilized in this study. A multiple case analysis allowed the researcher to explore and gather information through in-depth interviews and reflective journaling with nine African American male students and three of their teachers. The analysis of data revealed four themes and corresponding subthemes. A cross case analysis denoted similarities and differences among student and teacher perceptions of what motivated reading in African American males. Major themes that emerged were (a) motivators to read (b) obstacles/factors that impeded motivation (c) ideas on personal improvement and (d) qualities of effective readers/teachers. The study offered practitioners in the field of education insight on students' motivational behaviors. Collegiate faculty along with administrators and teachers within the K-12 setting have access to pertinent strategies to prepare students for college, employment, and to become productive members of society. It revealed what was needed to assist African American males in reaching their full potential of becoming proficient in reading and successful in their literacy-based homes and jobs. Knowing what motivates reading among African American males serves as a gateway to reading intervention. Because this study explained how they are motivated, teachers and educational leaders have access to a blueprint for culturally relevant instructional teaching practices; graduating students who are college and/or career ready.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Motivation to Learn written by Michael Middleton and published by Corwin Press. This book was released on 2014-03-12 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Harness the power of motivation to transform the learning experience! When properly channeled, motivation propels learning forward. Yet teachers across all grade levels and disciplines struggle to recognize and cultivate this dynamic, social force in the classroom. This essential resource proves that all students are motivated to learn, and provides authentic tools to create and sustain a classroom community that is highly engaged. You’ll discover: Reflection activities that promote student voice and self-efficacy as well as assess existing motivation levels Case studies and best practices based on current motivation theory and research Strategies to design meaningful learning tasks and build positive relationships with students and colleagues.
Download or read book Handbook of Motivation at School written by Kathryn R. Wentzel and published by Routledge. This book was released on 2009-09-10 with total page 701 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Key Features: Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school. Theoretical & Applied – the book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools. Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters. Commentaries – each section ends with a commentary that provides clear directions for future research.
