A Crosscultural Inquiry into the Levels of Implementation of Accelerated Reader and Its Effect on Motivation and Extent of Reading: Perspectives from Scotland and England

Autor/in	Everhart, Nancy
Titel	A Crosscultural Inquiry into the Levels of Implementation of Accelerated Reader and Its Effect on Motivation and Extent of Reading: Perspectives from Scotland and England
Quelle	In: School Library Media Research, 8 (2005), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-4320
Schlagwörter	Foreign Countries; Reading Programs; Program Implementation; Student Motivation; Reading Motivation; Reading Attitudes; Gender Differences; Observation; Structured Interviews; Focus Groups; Student Surveys; Elementary School Students; Secondary School Students; Elementary School Teachers; Secondary School Teachers; School Libraries; Librarians; Leadership Role; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Lesemotivation; Reading behavior; Rading behaviour; Leseverhalten; Geschlechterkonflikt; Beobachtung; Schülerbefragung; Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School library; Schulbibliothek; Librarian; Bibliothekar; Bibliothekarin
Abstract	In this study of the Accelerated Reader (AR) program, qualitative and quantitative analyses of the relationship between the implementation of AR and student motivation and extent of reading are drawn from data collected in three schools in Scotland and England. These schools represent low (Scotland, n=53), middle (Scotland, n=40), and high (England, n=55) levels of implementation of AR. Observation, structured interviews with students and teachers, videotaped student focus groups, a student survey on self-reported reading, examination of AR artifacts, and administration of the Motivation for Reading Questionnaire are used to gather data. Major findings reveal that: motivational style interacts with gender in relation to the competitive and social aspects of the AR program; the level of program implementation does not correlate with extent of reading; and management aspects of the program are not effectively utilized. Results suggest that school library media specialists can take a leadership role in implementing the program effectively. (Contains 4 tables.) (As Provided).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10