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The Perceptions and Beliefs of High ...

Lassiter, Steve Michael.

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The Perceptions and Beliefs of High Performing Teachers Who Teach Struggling Readers In Low Performing Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Perceptions and Beliefs of High Performing Teachers Who Teach Struggling Readers In Low Performing Schools./
作者:	Lassiter, Steve Michael.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	164 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13872424

The Perceptions and Beliefs of High Performing Teachers Who Teach Struggling Readers In Low Performing Schools.
Lassiter, Steve Michael.

The Perceptions and Beliefs of High Performing Teachers Who Teach Struggling Readers In Low Performing Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 164 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (D.Ed.)--North Carolina State University, 2019.

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

The Excellent Schools Act was passed during the 2012 legislative session in North Carolina. This act changed several aspects of the public school curriculum. Part of the legislated act was Read to Achieve, which sought to improve literacy in grades K-3 and end social promotion. The National Assessment of Educational Progress showed no improvement in reading scores from 2013 to 2015 for fourth-grade students across the nation. Since then, much attention has been focused on improving childhood literacy across the United States. This study, conducted in an eastern North Carolina school district, aimed to analyze the perceptions and beliefs of teachers who teach struggling readers in their schools. Understanding their perceptions and beliefs might assist administrators and teachers in establishing strong schoolwide literacy programs, build teacher capacity in the area of literacy, and decrease the likelihood of academic failure for struggling readers who are at risk. A case study of eight teachers who were identified as exemplary reading teachers in their school district was used to investigate this issue. The findings of this study confirm the important roles teachers have in impacting the quality of reading instruction students receive. The findings indicate teachers hold an unwavering commitment to helping their students read at grade level, know the importance of monitoring student progress, and realize the impact of small group instruction. Implications for national, state, and local changes in educational policies, university teacher preparation programs, and professional development are discussed to help teachers of reading improve literacy practices in their classrooms.Subjects--Topical Terms:

2122756
Reading instruction.

The Perceptions and Beliefs of High Performing Teachers Who Teach Struggling Readers In Low Performing Schools.
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