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Exploring Teachers' Beliefs about Re...

Culpepper, Erin Lynn.

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Exploring Teachers' Beliefs about Reading Standards: A Q-Methodology Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Teachers' Beliefs about Reading Standards: A Q-Methodology Study./
Author:	Culpepper, Erin Lynn.
Description:	215 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710595
ISBN:	9781321865776

Exploring Teachers' Beliefs about Reading Standards: A Q-Methodology Study.
Culpepper, Erin Lynn.

Exploring Teachers' Beliefs about Reading Standards: A Q-Methodology Study. - 215 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2015.

The purpose of this study was to explore two questions regarding teachers' beliefs about reading standards: (1) Given a set of reading statements, what do teachers believe are the most important reading standards?, and (2) What contextual issues influence teachers' beliefs about reading standards? Thirty-one secondary English teachers ranked 40 reading standards. Using Q-methodology, three factor groups were chosen for the second phase of data collection. Twenty-seven participants identified as most important the standards that address critical thinking and the use of technology. Factor one group, "Critical thinking skills needed for the real world through personalization of learning," believed in integrating technology to personalize learning. Factor two group, "Critical thinking skills needed for the real world through learning standards," believed in integrating technology regardless of specific student needs. Factor three group, "Textual evidence and cultural experience with literary texts," emphasized teaching students to use textual evidence to support their ideas and leading students to experience other cultures through reading. Participants identified four contextual issues (training, teacher knowledge, instruction---implementation and assessment, and students' motivation and achievement) that influenced their rankings of the reading standards. Results of the study demonstrate that teachers believe reading standards that address critical thinking and the use of technology are most important. Specifically, greater emphasis should be placed on the affordances of technology as related to reading digital texts and conducting online research. This study adds to existing research on teacher beliefs and has important implications for policymakers, practitioners, and future researchers.

ISBN: 9781321865776Subjects--Topical Terms:

2122756
Reading instruction.

Exploring Teachers' Beliefs about Reading Standards: A Q-Methodology Study.
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502 $a Thesis (Ph.D.)--North Carolina State University, 2015.
520 $a The purpose of this study was to explore two questions regarding teachers' beliefs about reading standards: (1) Given a set of reading statements, what do teachers believe are the most important reading standards?, and (2) What contextual issues influence teachers' beliefs about reading standards? Thirty-one secondary English teachers ranked 40 reading standards. Using Q-methodology, three factor groups were chosen for the second phase of data collection. Twenty-seven participants identified as most important the standards that address critical thinking and the use of technology. Factor one group, "Critical thinking skills needed for the real world through personalization of learning," believed in integrating technology to personalize learning. Factor two group, "Critical thinking skills needed for the real world through learning standards," believed in integrating technology regardless of specific student needs. Factor three group, "Textual evidence and cultural experience with literary texts," emphasized teaching students to use textual evidence to support their ideas and leading students to experience other cultures through reading. Participants identified four contextual issues (training, teacher knowledge, instruction---implementation and assessment, and students' motivation and achievement) that influenced their rankings of the reading standards. Results of the study demonstrate that teachers believe reading standards that address critical thinking and the use of technology are most important. Specifically, greater emphasis should be placed on the affordances of technology as related to reading digital texts and conducting online research. This study adds to existing research on teacher beliefs and has important implications for policymakers, practitioners, and future researchers.
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