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:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-08 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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..
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Download or read book Gender Influences written by Donnalee Rubin and published by SIU Press. This book was released on 1993-07-21 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Donnalee Rubin examines the responses of thirty-one freshman composition teachers to student writing and shows the negative effects of gender bias on assessment to prove that gender perceptions and expectations can influence assessment decisions that seem neutral on the surface. Arguing that certain pedagogies are more likely to minimize gender bias than others, Rubin believes that teachers are more likely to overcome the influence of gender bias on their teaching if they adopt a process-based method and work intimately with their students through nondirective, supportive conferences. Rubin characterizes the conference/process-centered class as the type of environment in which maternal teaching can be cultivated. She stresses that maternal can describe any teacher, male or female, who exhibits the nurturing and supportive qualities that the conference/process approach embodies. With a primary focus on the student’s well-being and development as a person and a writer, the maternal teacher is in a better position to overcome gender bias that could distort the interpretation of student texts. In order for writing instructors to increase their sensitivity to gender issues in assessment, Rubin recommends that they self-consciously engage in what she calls "responsive reading." Responsive reading occurs when the teacher reads with an eye toward providing the sorts of supportive feedback and dialectic exchange that will encourage student writers to think for themselves and to revise effectively. Rubin argues that when teachers commit to a responsive-reading pedagogy, they are more likely to question their reactions to student writing along the lines of gender influence and to strive for self-conscious awareness of how their own inner male-female voices may distort their reading of student texts. She challenges all writing teachers to become more aware of the inevitable challenge gender influence presents.
Download or read book Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction written by Melanie L. Scott and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary teachers often teach narrative comprehension skills, middle school teachers have the responsibility to teach both narrative and expository comprehension skills. Purpose: The purpose of this study was to investigate the viability of the Secondary Explicit Comprehension Model of Instruction for middle school teachers to use with students. This study posed the following research questions: 1) What are the perceptions of middle school teachers on the use of the Secondary Explicit Comprehension Model of Instruction? and 2) What is the impact of the Secondary Explicit Comprehension Model of Instruction on the performance of students who repeated the State of Texas Assessments of Academic Readiness (STAAR) Grade 8 Reading Assessment? Methods: This study used a mixed methods approach to answer the research questions. The qualitative data included observation notes and teacher survey responses. The quantitative data included students’ pre-test and post-test scores on the STAAR Grade 8 Reading Assessment. Descriptive statistics were used to describe the impact of selected literacy strategies on the reading comprehension of middle school students. Constant comparative analysis was used to identify the emergent themes related to teacher perceptions about the use of the Secondary Explicit Comprehension Model of Instruction. Results: The results of this study identified three emergent themes: 1) implementation fidelity, 2) viability of the Secondary Explicit Comprehension Model of Instruction to other content areas, and 3) impact of the Secondary Explicit Comprehension Model of Instruction on students who repeated an administration of the STAAR Grade 8 Reading Assessment. Conclusion: Results suggested that the Secondary Explicit Comprehension Model of Instruction is a viable instructional framework that could be used in classroom settings to support middle school educators in effectively teaching reading comprehension skills.
Download or read book Teachers and the Gender Gaps in Student Achievement written by Thomas Sean Dee and published by . This book was released on 2005 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In the United States, girls outperform boys in measures of reading achievement while generally underperforming in science and mathematics. One major class of explanations for these gaps involves the gender-based interactions between students and teachers (e.g., role-model and Pygmalion effects). However, the evidence on whether these interactions actually matter is limited and contradictory. In this study, I present new empirical evidence on whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study's identification strategy exploits a unique "matched pairs" feature of a major longitudinal survey. Within-student comparisons based on these data indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher's subject. For example, assignment to a female science teacher increases the likelihood that a girl views science as useful for her future. However, because the middle-school teachers in most academic subjects are female, these results also suggest that the gender dynamics between teachers and students at this level amplify boys' large underperformance in reading while attenuating the more modest underperformance of girls in math and science"--National Bureau of Economic Research web site.
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.
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 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.
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."
Download or read book From Teachers Perspective written by Judith A. Weingartner and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Documentation of adolescents' difficulty in comprehending textbooks spans a century. For just as long, researchers have advocated that explicit instruction of reading strategies can help students' comprehension of text; many have recommended that the best place to teach these strategies is within the content classroom (science, math, etc.), and taught by the content teacher. Despite this research, reading strategy instruction in content classrooms is not a common occurrence. In a large district with 300 middle school science teachers, some science teachers expressed concern about their students' reading difficulties with the district's science text. In response to those concerns, the middle school science coordinator organized a small committee to develop the Reading Strategies Handbook for Middle School Science for Teachers (the Handbook), believing that this tool would guide teachers' in implementing the Handbook's reading strategies and improve students' comprehension of the text. This was a qualitative study that explored 11 middle school science teachers' responses to implementing the Handbook. Data for this study were gathered through an emailed questionnaire, a classroom visitation, and one interview with each teacher participant. The study found that teachers' varied backgrounds influenced their beliefs about teaching and learning, and impacted their classroom practices. Teachers faced their district's expectations to implement reading strategies in the Handbook with minimal support and cited influences beyond their control that created tension with their decision whether to implement the Handbook. Teachers commented that a "one size fits all" curriculum and textbook-specific issues influenced their degree of using the Handbook's reading strategies. In addition, teachers identified time and pressure to cover curriculum as obstacles to implementing the Handbook. Implications of these findings include: (a) Professional development studies related to content literacy are needed that include attention to teachers' beliefs and attitudes, and (b) Policy makers need to direct funding for the professional development needs of content-area teachers.
Download or read book Literacy Coaching written by Anjell Harris Edwards and published by . This book was released on 2014 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
