Teacher Reading as Professional Development: Insights from a National Survey

Autor/inn/en	Broemmel, Amy D.; Evans, Katherine R.; Lester, Jessica N.; Rigell, Amanda; Lochmiller, Chad R.
Titel	Teacher Reading as Professional Development: Insights from a National Survey
Quelle	In: Reading Horizons, 58 (2019) 1, S.1-21, Artikel 2 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Reading Habits; School Districts; Teacher Attitudes; Faculty Development; Time Management; Leisure Time; Preferences; Reading Attitudes; Comparative Analysis; Teaching Experience; Elementary School Teachers; Secondary School Teachers; Periodicals; Reading Materials; Teacher Surveys + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; School district; Schulbezirk; Lehrerverhalten; Zeitmanagement; Freizeit; Reading behavior; Rading behaviour; Leseverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum
Abstract	Over the past four decades, a number of researchers have attempted to describe the reading habits of teachers. Some have investigated the impact of reading habits generally, while most have focused on some kind of loosely defined "professional reading." In relationship to this body of literature, the purpose of our descriptive survey study, which invited teachers from randomly selected schools in both large and small districts across the United States, was to both add to and update the available literature regarding teachers' professional reading habits. We found that reading for professional development appears to be a common activity for the classroom teachers who participated in our survey. We also found that that the bulk of the teachers' professional reading time was completed in the evenings and on weekends. We did not find statistically significant differences in reading preferences and behaviors when differences in degree were considered. Further, we did not find statistically significant differences in reading preferences when we compared the teachers' responses by years of experience. Teachers noted that limited time and lack of relevancy were two primary reasons for why they did not read. We discuss implications for professional development. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01