Assessment of Teachers' Attitudes Toward an Individualized Approach to Reading Instruction.

Autor/in	Askov, Eunice N.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Assessment of Teachers' Attitudes Toward an Individualized Approach to Reading Instruction.
Quelle	(1971), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Measures; Diagnostic Teaching; Evaluation Methods; Individualized Instruction; Individualized Reading; Inservice Education; Semantic Differential; Teacher Attitudes; Test Construction; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Diagnostic assessment; Diagnostisches Verfahren; Individualisierender Unterricht; Berufsbegleitende Ausbildung; Lehrerverhalten; Testaufbau; Testreliabilität; Testvalidität
Abstract	Elementary school teachers' attitudes toward individualizing reading instruction were examined in the evaluation of the Wisconsin Design for Reading Skill Development (WDRSD). An instrument was constructed in the semantic differential format. Teachers were asked to respond anonymously on adjective scales to eleven example classroom procedures designed as applications of the assumptions of individualized reading instruction. Reliability of the instrument was high (.925); content validity was demonstrated for the examples and adjectives used in the instrument. Two studies validated the instrument experimentally. In one, teachers' attitude inventory scores were compared by a t-test in two types of schools: ones in which the WDRSD had been adopted; and ones in which no known emphasis was placed on individualization. Mean inventory scores were significantly higher (p<.05) in the schools where individualization was systematically provided for than in the other schools. In another study the change in teachers' attitudes was studied after a school had adopted the WDRSD. Teachers' inventory scores in the fall prior to inservice training were compared by a t-test for matched pairs to those obtained in the spring after one year's use of the system. The spring scores were significantly higher (p<.001) than those obtained before use of the WDRSD. A copy of the instrument is appended. See ED 035 531 for an earlier report on the development of the instrument. (Author/GS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC