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作者 Greenlaw, Mary J
書名 A case study examining the relationships among teachers' perceptions of the Success for All reading program, teachers' sense of efficacy, students' attitudes toward reading and students' reading achievement
國際標準書號 0496865722
book jacket
說明 135 p
附註 Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2541
Adviser: Donn Weinholtz
Thesis (Ed.D.)--University of Hartford, 2004
The study investigated teachers' perceptions of the Success for All Reading program, teachers' sense of efficacy and their students' reading attitudes and reading achievement. Nine elementary school teachers from an urban, priority school district in the Northeastern United States completed the Teachers' Perceptions of SFA Survey (TPSS) and the Teachers' Sense of Efficacy Scale (TSES). Subjects' scores on the TPSS indicated some satisfaction with the program. Subjects' scores on the TSES indicated a mid to high range of sense of efficacy. A pearson r correlation run to determine if a relationship existed between the two variables was non-significant. Of the nine teachers, two teachers remained alienated from the program, while the remaining seven indicated mixed feelings. In general, teachers gave more favorable likert scale ratings than qualitative comments. In addition, some of the qualitative comments contradicted the numerical ratings to some degree further indicating mixed feelings about the program
Twenty-nine third grade students from the same urban, priority school district, completed the Elementary Reading Attitude Survey (ERAS) and the Developmental Reading Assessment (DRA). Results indicated a positive attitude toward reading with an 86th percentile ranking on the ERAS and reading level means ranging from 29--33 on the DRA, placing them slightly below levels expected of end of year third graders. Pearson r correlations were run between the teachers' sense of efficacy measures and the students' reading attitude scores and achievement levels to determine if statistical relationships existed. Virtually no relationship (pearson r of .0452) was found between the teachers' sense of efficacy and their students' reading attitude. A moderately weak but non-significant relationship (pearson r of .493), was found between the teachers' sense of efficacy and their students' reading achievement
An unexpected finding of the study surfaced through teachers' qualitative comments on the TPSS survey form. Multiple instances were cited where the participant school was not in compliance with strongly recommended SFA guidelines
School code: 0474
DDC
Host Item Dissertation Abstracts International 65-07A
主題 Education, Reading
0535
Alt Author University of Hartford
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