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(1 - 13 of 13)
- Title
- The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.
- Creator
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Mcneely, Melanie, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
-
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned.This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000(&)#174;, among select...
Show moreWith over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned.This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000(&)#174;, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000(&)#174; reading program did not close the achievement gap any more than the non-Achieve 3000(&)#174; reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
Show less - Date Issued
- 2014
- Identifier
- CFE0005381, ucf:50443
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005381
- Title
- MIDDLE SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF THE RELATIONSHIPS AMONG EXPERIENCE, COACHING ACTIVITIES, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
- Creator
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Bowman, Patricia, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of...
Show moreThe focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of time spent in 13 literacy coaching activities, and (c) the working factors related to student reading achievement as evidenced on the Florida Comprehensive Assessment Test. Data from a web-based survey and personal interviews were used to collect pertinent data to create an awareness and understanding of the work lives of middle school literacy coaches. Descriptive statistics were used to present demographic information regarding the coaches. Exploratory regression analyses were performed using time devoted to coaching activities and school performance data to determine existing relationships. Qualitative analyses were used to determine emergent literacy coach themes from survey responses. All data were triangulated to develop case studies for a group of 10 literacy coaches. Narrative descriptions of all coaching and individual school data were presented in the context of schools' percentage of student subgroups that attained Adequate Yearly Progress in 2010. The results of the study indicated that, although literacy coaches believed that modeling lessons was the most influential activity in positively affecting reading proficiency, very little of their time was spent in that activity. Recommendations included professional development for administrators on the use of a literacy coach and for literacy coaches on their usage of time.
Show less - Date Issued
- 2011
- Identifier
- CFE0003973, ucf:48680
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003973
- Title
- THE ROLE OF COGNITIVE AND METACOGNITIVE READING COMPREHENSION STRATEGIES IN THE READING AND INTERPRETATION OF MATHEMATICAL WORD PROBLEM TEXTS: READING CLINICIANS' PERCEPTIONS OF DOMAIN RELEVANCE AND ELEMENTARY STUDENTS' COGNITIVE STRATEGY USE.
- Creator
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Clements, Taylar, Gill, Michele, University of Central Florida
- Abstract / Description
-
The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of...
Show moreThe intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study. Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003687, ucf:48832
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003687
- Title
- The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions.
- Creator
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Stafford, Tammy, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nance, University of Central Florida
- Abstract / Description
-
This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction...
Show moreThis experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
Show less - Date Issued
- 2012
- Identifier
- CFE0004605, ucf:49921
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004605
- Title
- The effects of the Vocabulary Think Chart strategy on seventh-grade students' scientific vocabulary knowledge: A mixed-method study.
- Creator
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Ferreira, Paloma, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nancy, University of Central Florida
- Abstract / Description
-
This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the...
Show moreThis mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students' scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher's influence in the study, time of intervention, and number of participants.
Show less - Date Issued
- 2013
- Identifier
- CFE0004839, ucf:49701
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004839
- Title
- A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION.
- Creator
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Conway, Joan, Zygouris-Coe, Vicky, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of...
Show moreThe purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a survey, which was tested for validity and reliability, used with teachers in a research study, and published by the National Staff Development Council (NSDC) in Evaluating professional development: An approach to verifying program impact on teachers and students (Shaha, Lewis, O'Donnell, & Brown, 2004). Permission to use the survey was granted by Performance Learning Systems, Inc. and the National Staff Development Council (see Acknowledgements). The primary question for this study was: Are teachers' self-reports of their attitudes, perceptions, and instructional practices on the Reading Instruction Survey correlated with the amount of coaching they indicated they had received? Secondary questions pertained to how the results changed for the subgroups. The literature review contained information about resources and research in reading that led to the provision of reading coaches. High-stakes for the improvement of reading instruction from federal, state, and local levels provided a rationale for the study. The results of this study indicated that coaching made a difference for these teachers. The aggregated and disaggregated data revealed small to large, significant correlations to coaching. The items with the greatest number and magnitude of correlations to coaching were isolated skills instruction and intervention plans. The evidence of positive relationships of attitudes, perceptions, and practices to work with a coach is an important finding. The limited correlations of skilled, balanced, and integrated strategies led to questions about the content of the coaching. Further research is needed to determine whether the content of the professional development offered by coaches is comprehensive enough to impact reading proficiency levels of all students.
Show less - Date Issued
- 2006
- Identifier
- CFE0001357, ucf:46970
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001357
- Title
- Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers.
- Creator
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Cortelyou, Kathryn, Biraimah, Karen, Kelley, Michelle, Beverly, Monifa, Clements, Taylar, University of Central Florida
- Abstract / Description
-
This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases....
Show moreThis study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background questionnaire and a paper/pencil Teacher Knowledge Assessment (TKA). The TKA measured participants' formal knowledge of beginning reading concepts. Participants' scores on the TKA were then rank-ordered from lowest to highest to help guide the selection of phase two participants. Eight teachers in all participated in phase two of the study dedicated to the study of teachers' practical knowledge of reading. Participants' practical knowledge of reading was explored through three activities including a semi-structured interview, a concept-mapping activity and a videotaped reading lesson. Data analysis revealed several important findings. Intensive reading intervention teachers in this study's sample differed in their formal knowledge of reading, measured by the TKA, and in their practical knowledge of reading, explored through interviews, concept-maps and reading lessons. The TKA revealed that study participants' held more formal knowledge of concepts related to phonology and phonics and less formal knowledge of concepts related to morphology and syllable types. Related to practical knowledge, data analysis revealed that the teachers in this sample differed in their knowledge of beginning reading with subject-matter knowledge accounting for most of the differences. These gaps in subject-matter knowledge also impacted this sample of teachers' use of instructional strategies and purposes of instruction. Data analysis also revealed insight into the relationships between this sample of teachers' formal and practical reading knowledge. In this sample, intensive reading intervention teachers with more formal knowledge of reading concepts as measured on the TKA demonstrated more evidence of these concepts within their instruction provided to at-risk first grade readers. The participants in this sample who had less formal knowledge of beginning reading as measured by the TKA demonstrated less evidence of these concepts within their instruction provided to at-risk first grade readers. Participants with less formal knowledge did accurately calibrate their knowledge of the concepts tested on the TKA but did not equate the lower scores to their practical knowledge and overall teaching efficacy. The findings from this study added several important contributions to the literature on teacher knowledge and beginning reading instruction. First, the study was unique in its focus on intensive reading intervention teachers, thus contributing new findings related to a specialized group of teachers. Secondly, this study contributed descriptions of teachers' practical knowledge with regards to beginning reading instruction. These descriptions are relatively absent in the current literature on teacher knowledge. Thirdly, the results from this study supported earlier findings in favor of a specialized body of subject-matter knowledge, especially related to beginning reading skills and concepts. Finally, the results contributed insight into the relationships between teachers' formal reading knowledge and practical reading knowledge.
Show less - Date Issued
- 2012
- Identifier
- CFE0004541, ucf:49260
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004541
- Title
- THE EFFECTS OF RECIPROCAL TEACHING STRATEGIES ON STUDENTS' COMPREHENSION OF A SEVENTH GRADE LIFE SCIENCE TEXT.
- Creator
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Bess, Brooke, Jeanpierre, Bobby, University of Central Florida
- Abstract / Description
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This action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate...
Show moreThis action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate questions about what was read, clarify any ideas that were not understood in the reading, and summarize the main idea of the reading. Students were given a pre and post reading comprehension test, they completed reading response worksheets to record their predictions, questions, clarifications, and summaries. Students were explicitly taught the 4 strategies prior to using them and the strategies were reinforced through teacher modeling (using think aloud teaching to show students how to use the strategies) and expert scaffolding (giving students the support needed while using the strategies). The teacher-researcher also examined if the students showed change in their level of proficiency when using the strategies after they had been taught them. Analysis of data revealed that student comprehension did increase after being taught the four reading strategies. Data also showed that students became increasingly more proficient when using the strategies as the study progressed. Data analysis also uncovered the unexpected pattern of increased student participation during whole-class and reading group discussions. Further research is needed to examine the effects of teaching highly proficient students specific reading strategies and to see how the explicit instruction of reading strategies affects student participation and achievement during inquiry-based laboratory investigations.
Show less - Date Issued
- 2007
- Identifier
- CFE0001669, ucf:47209
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001669
- Title
- AN ANALYSIS OF IMPROVING STUDENT PERFORMANCE THROUGH THE USE OF REGISTERED THERAPY DOGS SERVING AS MOTIVATORS FOR RELUCTANT READERS.
- Creator
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Paradise, Julie, Murray, Barbara, University of Central Florida
- Abstract / Description
-
This investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to...
Show moreThis investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to registered therapy dogs improved their reading skills and if these students demonstrated more or less growth than students of similar characteristics not assigned to registered therapy dogs. This study analyzed data from the Canine Assisted Reading Education (C.A.R.E. to Read) program, data collected from the teacher responses to the C.A.R.E. to Read Teacher Questionnaire, and data provided by Brevard Public School District. Repeated measures analyses and descriptive statistics clearly revealed that students assigned to registered therapy dogs demonstrated more reading growth than their peers who were not assigned to registered therapy dogs. Additionally, students assigned to the registered therapy dogs had a more positive attitude toward schoolwork, were more willing to participate in classroom activities, were more successful with higher level thinking skills, and were more self-confident after being assigned to the registered therapy dogs. Recommendations were made to address teacher training concerning classroom environment, higher level thinking skills, and identifying hesitant and resistant learners. Recommendations also were made for additional research on other uses for registered therapy dogs in the educational setting.
Show less - Date Issued
- 2007
- Identifier
- CFE0001561, ucf:47131
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001561
- Title
- An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida.
- Creator
-
Camara, Jessica, Taylor, Rosemarye, Ceballos, Marjorie, Doherty, Walter, Gordon, William, University of Central Florida
- Abstract / Description
-
This study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the...
Show moreThis study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the data was conducted on the extent to which each science of reading component and science of learning principle were labeled explicitly, indirectly stated, or not present in syllabi and textbooks. Data showed that the science of reading instruction components were addressed in undergraduate elementary education reading courses and the five selected science of learning principles were not. These findings may inform elementary teacher preparation faculty in textbook selection and course syllabi development who are interested in assisting teacher candidates to adopt teaching practices consistent with how children learn.
Show less - Date Issued
- 2019
- Identifier
- CFE0007437, ucf:52716
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007437
- Title
- Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students.
- Creator
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Doan, Melissa, Ehren, Barbara, Little, Mary, Kent-Walsh, Jennifer, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little...
Show moreRecent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts.To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading [SYR]; Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004244, ucf:49537
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004244
- Title
- Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
- Creator
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Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
- Abstract / Description
-
Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in...
Show moreDespite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
Show less - Date Issued
- 2013
- Identifier
- CFE0004960, ucf:49573
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004960
- Title
- The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development.
- Creator
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Behrens, Cherie, Blair, Timothy, Taylor, Rosemarye, Kelley, Michelle, Cartwright, Vickie, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
-
The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence...
Show moreThe use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.
Show less - Date Issued
- 2012
- Identifier
- CFE0004357, ucf:49425
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004357
