Middle Grades (6-8) Reading Teachers' Beliefs Regarding the State's Academic Reading Standards, Curriculum Materials, and Instructional Practices

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Autor/in	Dacres, Lascelia Cadienne
Titel	Middle Grades (6-8) Reading Teachers' Beliefs Regarding the State's Academic Reading Standards, Curriculum Materials, and Instructional Practices
Quelle	(2018), (155 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-1133-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Beliefs; Middle School Teachers; Grade 6; Grade 7; Grade 8; Interviews; State Standards; Reading Achievement; Academic Standards; Instructional Materials; Teaching Methods; Documentation; Cooperative Planning; Barriers; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Belief; Glaube; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Interviewing; Interviewtechnik; Leseleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Dokumentation
Abstract	Teachers' beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 open-ended questions. Analysis was conducted on the teachers' beliefs regarding the state's academic reading standards, content materials the teachers used to teach reading, the teachers' self-reported instructional practices, and how the selected teachers understand the relationship between their beliefs and instructional practices. Likewise, content analyses were performed using documents such as lesson plans, classroom assignments, and assessments that were collected from the participants. There were six major findings in this study. The first finding indicated that participants had mix feelings regarding the standards; they were viewed by some teachers as guides and building blocks while others viewed the standards as not being beneficial to have in the classroom. The second finding depicted that participants had mixed experiences of collegial planning; some shared that collegial planning assisted their efforts with understanding the standards while others indicated that collegial planning could be improved. The third finding portrayed that the curriculum materials used to teach reading were both district-given and supplemental. Due to a lack of rigor with the district-given resource, some participants opted to use supplemental resources that better aligned to the expectation of the standards. The fourth finding addressed both teacher and student challenges faced by the participants. Teacher challenges included the fast pace and implementation of the standards while student challenges included lack of motivation and student misbehavior. The fifth finding highlighted how participants viewed the relationship between their beliefs and instructional practices. Participants discussed the impact, or lack thereof, of the implementation of the shifts in the standards. The sixth and final major finding of this study emphasized that professional development was needed to teach the reading standards. As a result of these findings, implications include providing teachers with professional development opportunities that target practical ways on how to implement the shifts of the standards in day-to-day instruction and instructional strategies to enhance student motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01