東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Upper Elementary Reading Instruction...

Saunders, Christina Henry.

Linked to FindBook

Google Book

Amazon

博客來

Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests./
Author:	Saunders, Christina Henry.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	193 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-11, Section: A.
Contained By:	Dissertations Abstracts International78-11A.
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275624
ISBN:	9781369745511

Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests.
Saunders, Christina Henry.

Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 193 p.

Source: Dissertations Abstracts International, Volume: 78-11, Section: A.

Thesis (Ph.D.)--Virginia Commonwealth University, 2017.

This item must not be sold to any third party vendors.

The present study identifies reading instructional practices used in upper elementary classrooms during the age of high-stakes test accountability and compares reading practices among schools of varying accreditation status and socio-economic status (SES). The current study partially replicates and extends a study conducted by Baumann, Hoffman, Duffy-Hester, and Ro in 2000. The Baumann et al. (2000) study provides a frame of reference to compare instructional practices prior to high stakes testing with those used in the current high stakes testing environment. Third- through fifth-grade teachers in seven school districts in central Virginia were asked to complete an electronic survey. Descriptive statistics from 113 surveys identified current instructional practices, materials used for instruction, and grouping strategies used for reading instruction. Kruskal-Wallis H tests were used to identify differences between groups based upon socio-economic or accreditation statuses. Participating teachers reported using a balanced approach to reading instruction, indicated a desire to develop independent readers, and noted that a considerable amount of time is spent on comprehension instruction. Leveled guided reading books, fiction books, and nonfiction books are used frequently for instruction, but basal readers are used infrequently. Ability-based groups were reported as a primary grouping structure, but many teachers indicated they also use whole-class mini-lessons. Schools with higher percentages of students receiving free and reduced lunch, Title 1 status, and those that have not met accreditation benchmarks are more likely to spend time on vocabulary instruction. Title 1 schools are also more likely to use test preparation materials and twelve additional classroom resources, such as general reading skill workbooks, phonics workbooks, and commercial classroom libraries. While most teachers felt pressure to modify instruction to match assessments, no differences in the degree of pressure felt were found based upon either measure of SES or accreditation status.

ISBN: 9781369745511Subjects--Topical Terms:

641385
Elementary education.

Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests.
LDR:03250nmm a2200337 4500 001 2208272
005 20191010070906.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9781369745511
035 $a (MiAaPQ)AAI10275624
035 $a (MiAaPQ)vcu:11597
035 $a AAI10275624
040 $a MiAaPQ $c MiAaPQ
100 1 $a Saunders, Christina Henry. $3 3435286
245 1 0 $a Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 193 p.
500 $a Source: Dissertations Abstracts International, Volume: 78-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Rhodes, Joan A.
502 $a Thesis (Ph.D.)--Virginia Commonwealth University, 2017.
506 $a This item must not be sold to any third party vendors.
520 $a The present study identifies reading instructional practices used in upper elementary classrooms during the age of high-stakes test accountability and compares reading practices among schools of varying accreditation status and socio-economic status (SES). The current study partially replicates and extends a study conducted by Baumann, Hoffman, Duffy-Hester, and Ro in 2000. The Baumann et al. (2000) study provides a frame of reference to compare instructional practices prior to high stakes testing with those used in the current high stakes testing environment. Third- through fifth-grade teachers in seven school districts in central Virginia were asked to complete an electronic survey. Descriptive statistics from 113 surveys identified current instructional practices, materials used for instruction, and grouping strategies used for reading instruction. Kruskal-Wallis H tests were used to identify differences between groups based upon socio-economic or accreditation statuses. Participating teachers reported using a balanced approach to reading instruction, indicated a desire to develop independent readers, and noted that a considerable amount of time is spent on comprehension instruction. Leveled guided reading books, fiction books, and nonfiction books are used frequently for instruction, but basal readers are used infrequently. Ability-based groups were reported as a primary grouping structure, but many teachers indicated they also use whole-class mini-lessons. Schools with higher percentages of students receiving free and reduced lunch, Title 1 status, and those that have not met accreditation benchmarks are more likely to spend time on vocabulary instruction. Title 1 schools are also more likely to use test preparation materials and twelve additional classroom resources, such as general reading skill workbooks, phonics workbooks, and commercial classroom libraries. While most teachers felt pressure to modify instruction to match assessments, no differences in the degree of pressure felt were found based upon either measure of SES or accreditation status.
590 $a School code: 2383.
650 4 $a Elementary education. $3 641385
650 4 $a Literacy. $3 528342
650 4 $a Reading instruction. $3 2122756
690 $a 0524
690 $a 0535
690 $a 0535
710 2 $a Virginia Commonwealth University. $b Education. $3 1678358
773 0 $t Dissertations Abstracts International $g 78-11A.
790 $a 2383
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275624