Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices

Autor/inn/en	McKool, Sharon S.; Gespass, Suzanne
Titel	Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices
Quelle	In: Literacy Research and Instruction, 48 (2009) 3, S.264-276 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
Schlagwörter	Reading Teachers; Reading Habits; Leisure Time; Reading Attitudes; Relationship; Teaching Methods; Best Practices; Learner Engagement; Role Models; Reading Motivation; Student Motivation; Florida; New Jersey; Texas + Suchen Sie Ihr Suchwort? Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Reading habit; Lesegewohnheit; Freizeit; Reading behavior; Rading behaviour; Leseverhalten; Wechselbeziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikationsfigur; Lesemotivation; Schulische Motivation
Abstract	This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while most teachers value reading as a leisure time activity, only about half read for pleasure on a daily basis, (2) teachers who read more than 30 minutes per day use a greater number of best practice strategies, (3) teachers who value reading the most tend to share insights from their own personal reading, and (4) teachers who read for pleasure use both intrinsic and extrinsic types of motivation. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10