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Promoting a Pedagogy for Listening I...

Fogelsong, Donna Fortune.

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Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of Teaching Listening Through Interactive Read Alouds.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of Teaching Listening Through Interactive Read Alouds./
Author:	Fogelsong, Donna Fortune.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	198 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10647417
ISBN:	9780355208917

Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of Teaching Listening Through Interactive Read Alouds.
Fogelsong, Donna Fortune.

Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of Teaching Listening Through Interactive Read Alouds. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 198 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2016.

This item is not available from ProQuest Dissertations & Theses.

This study was designed to investigate teachers' perceptions about instructing listening in second-grade classrooms. Children's literature that included specific listening content was used to explore how the teachers' perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were teachers' perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers' practices with listening instruction. A formative and design experiment (Reinking & Bradley, 2008) aligned with a constructivist methodology (Brooks & Brooks, 1999; Burleson, 2011; Creswell, 2014) was used to allow teachers to participate in authentic professional development sessions to inform theory. Analysis of teacher responses was completed through a constant-comparative method (Strauss & Corbin, 1998). Data analysis was triangulated using: (a) questionnaires, (b) teacher reflective journals, (c) researcher observations, and (d) methodological files. Analysis led to a better understanding of teachers' listening perceptions including how: (a) those perceptions are shaped by their expectations for student listening in the classroom, (b) teachers' engagement in professional development when teaching an unfamiliar construct, (c) the impact of an already crowded curricula, and (d) motivating teachers to recognize their role as the best model for students in listening instruction is a critical component. Teacher buy-in requires professional development that includes using motivational methods like the MUSICRTM Model of Motivation (Jones, 2009) when learning new literacy constructs. This study gives insight into the need to improve instructional practices for teaching listening in educational settings (Lundsteen, 1979; Vandergrift, 2004). Finally, this study raised the awareness for the need to provide further research opportunities on listening instructional practices in primary schools that promote improving listening skill instruction to create a more balanced literacy structure for students (Duker, 1982; Field, 1998; Funk & Funk, 1989; Gee, 2015; Imhof, 2008; Jalongo, 2008; Nichols, 1957; Wolvin, 2013).

ISBN: 9780355208917Subjects--Topical Terms:

3172312
Teacher education.

Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of Teaching Listening Through Interactive Read Alouds.
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506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This study was designed to investigate teachers' perceptions about instructing listening in second-grade classrooms. Children's literature that included specific listening content was used to explore how the teachers' perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were teachers' perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers' practices with listening instruction. A formative and design experiment (Reinking & Bradley, 2008) aligned with a constructivist methodology (Brooks & Brooks, 1999; Burleson, 2011; Creswell, 2014) was used to allow teachers to participate in authentic professional development sessions to inform theory. Analysis of teacher responses was completed through a constant-comparative method (Strauss & Corbin, 1998). Data analysis was triangulated using: (a) questionnaires, (b) teacher reflective journals, (c) researcher observations, and (d) methodological files. Analysis led to a better understanding of teachers' listening perceptions including how: (a) those perceptions are shaped by their expectations for student listening in the classroom, (b) teachers' engagement in professional development when teaching an unfamiliar construct, (c) the impact of an already crowded curricula, and (d) motivating teachers to recognize their role as the best model for students in listening instruction is a critical component. Teacher buy-in requires professional development that includes using motivational methods like the MUSICRTM Model of Motivation (Jones, 2009) when learning new literacy constructs. This study gives insight into the need to improve instructional practices for teaching listening in educational settings (Lundsteen, 1979; Vandergrift, 2004). Finally, this study raised the awareness for the need to provide further research opportunities on listening instructional practices in primary schools that promote improving listening skill instruction to create a more balanced literacy structure for students (Duker, 1982; Field, 1998; Funk & Funk, 1989; Gee, 2015; Imhof, 2008; Jalongo, 2008; Nichols, 1957; Wolvin, 2013).
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