Highly Qualified Teacher Status and the Reading Achievement of Students with Disabilities

Autor/in	Robinson, Helene
Titel	Highly Qualified Teacher Status and the Reading Achievement of Students with Disabilities
Quelle	In: American Secondary Education, 39 (2011) 3, S.42-66 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Teacher Qualifications; Reading Achievement; Disabilities; Teacher Influence; Correlation; Teacher Competencies; Teacher Attitudes; Mainstreaming; Reading Instruction; Federal Legislation; Inclusion; High School Students; Grade 9; Questionnaires; Interviews; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Lehrqualifikation; Leseleistung; Handicap; Behinderung; Korrelation; Lehrkunst; Lehrerverhalten; Leseunterricht; Bundesrecht; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Interviewing; Interviewtechnik
Abstract	The purpose of this study was to examine teacher qualification factors believed to affect reading achievement of students with disabilities in intensive reading classes after controlling for certain student and teacher demographics using ANCOVA. Results indicated that there was no statistically significant difference between the reading achievement of students taught by non-highly qualified teachers and the four types of highly qualified teachers using Bonferroni procedures. Several teacher demographic variables were highly correlated with a teacher's sense of feeling prepared and competent to teach reading. Additionally, as the number of students with disabilities per HQ (highly qualified), HQAP (highly qualified alternative plus), or HQP (highly qualified plus) teacher increased, student reading achievement decreased. (Contains 14 tables.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10