東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Exploring Barriers to Effective Deli...

Isaac, Elaine.

FindBook

Google Book

Amazon

博客來

Exploring Barriers to Effective Delivery of Interactive Read-Alouds from the Perspective of Pre-k and Kindergarten Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Barriers to Effective Delivery of Interactive Read-Alouds from the Perspective of Pre-k and Kindergarten Teachers./
作者:	Isaac, Elaine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10749601
ISBN:	9780355797299

Exploring Barriers to Effective Delivery of Interactive Read-Alouds from the Perspective of Pre-k and Kindergarten Teachers.
Isaac, Elaine.

Exploring Barriers to Effective Delivery of Interactive Read-Alouds from the Perspective of Pre-k and Kindergarten Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 172 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

The effective delivery of interactive read-alouds to young children fosters language and literacy development. Such development is attainable only when students can read proficiently and on grade level, starting from pre-k and kindergarten. The effectiveness of read-alouds is highly dependent on how teachers interact with their students during the read-aloud. The problem is, due to a broad range of children's abilities in the classroom, and differences in teacher's preparation, many teachers view interactive read-alouds as challenging. Findings from empirical research have supported the premise that reading is fundamental to learning, and such development is a precursor to effective communication. Using a qualitative holistic single-case study approach, the researcher in this study explored barriers pre-k and kindergarten teachers experience when delivering interactive read-alouds to their students, from the teachers' perspectives. A purposive sampling method was used to recruit a minimum of 10 pre-k and kindergarten teachers, with two or more years of interactive read-aloud teaching experiences, from a university laboratory school in Alabama. Semi-structured interview and non-participating observation were utilized for data collection After coding and analysis, with Nivivo II qualitative data analysis software, six themes emerged from the research questions. The four themes relevant to research question 1 were: (a) lack of preparation, (b) confidence factor, (c) time constraints, and (d) lack of interest. The two themes relevant to research question 2 were (a) skill proficiency and (b) self-efficacy. The recommendations provide practical use for planning, training and, use of strategic actions to lessen these barriers. Future research studies should include a larger number of pre-k and kindergarten teacher participants and could center on the long-term effect of interactive read-alouds on students' skill, comprehension development, and state assessment scores.

ISBN: 9780355797299Subjects--Topical Terms:

518817
Early childhood education.

Exploring Barriers to Effective Delivery of Interactive Read-Alouds from the Perspective of Pre-k and Kindergarten Teachers.
LDR:03032nmm a2200313 4500 001 2201793
005 20190503132004.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780355797299
035 $a (MiAaPQ)AAI10749601
035 $a (MiAaPQ)northcentral:12798
035 $a AAI10749601
040 $a MiAaPQ $c MiAaPQ
100 1 $a Isaac, Elaine. $3 3428521
245 1 0 $a Exploring Barriers to Effective Delivery of Interactive Read-Alouds from the Perspective of Pre-k and Kindergarten Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Advisers: Julia Watkins; Candace Mazze.
502 $a Thesis (Ed.D.)--Northcentral University, 2018.
520 $a The effective delivery of interactive read-alouds to young children fosters language and literacy development. Such development is attainable only when students can read proficiently and on grade level, starting from pre-k and kindergarten. The effectiveness of read-alouds is highly dependent on how teachers interact with their students during the read-aloud. The problem is, due to a broad range of children's abilities in the classroom, and differences in teacher's preparation, many teachers view interactive read-alouds as challenging. Findings from empirical research have supported the premise that reading is fundamental to learning, and such development is a precursor to effective communication. Using a qualitative holistic single-case study approach, the researcher in this study explored barriers pre-k and kindergarten teachers experience when delivering interactive read-alouds to their students, from the teachers' perspectives. A purposive sampling method was used to recruit a minimum of 10 pre-k and kindergarten teachers, with two or more years of interactive read-aloud teaching experiences, from a university laboratory school in Alabama. Semi-structured interview and non-participating observation were utilized for data collection After coding and analysis, with Nivivo II qualitative data analysis software, six themes emerged from the research questions. The four themes relevant to research question 1 were: (a) lack of preparation, (b) confidence factor, (c) time constraints, and (d) lack of interest. The two themes relevant to research question 2 were (a) skill proficiency and (b) self-efficacy. The recommendations provide practical use for planning, training and, use of strategic actions to lessen these barriers. Future research studies should include a larger number of pre-k and kindergarten teacher participants and could center on the long-term effect of interactive read-alouds on students' skill, comprehension development, and state assessment scores.
590 $a School code: 1443.
650 4 $a Early childhood education. $3 518817
650 4 $a Pedagogy. $3 2122828
650 4 $a Reading instruction. $3 2122756
690 $a 0518
690 $a 0456
690 $a 0535
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 1443
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10749601