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A Descriptive Analysis of Teacher Pe...

Farley, Rebecca Marie.

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A Descriptive Analysis of Teacher Perception of Preparedness to Teach Reading to Young Children by Education Preparation Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Descriptive Analysis of Teacher Perception of Preparedness to Teach Reading to Young Children by Education Preparation Programs./
作者:	Farley, Rebecca Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	144 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Early childhood education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28089719
ISBN:	9798664792478

A Descriptive Analysis of Teacher Perception of Preparedness to Teach Reading to Young Children by Education Preparation Programs.
Farley, Rebecca Marie.

A Descriptive Analysis of Teacher Perception of Preparedness to Teach Reading to Young Children by Education Preparation Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 144 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

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

Research studies over past decades identified a disconnected gap between theory taught in Education Preparation Programs (EPPs) and practical application of instruction in authentic classrooms. The researcher used Bandura's theory of self-efficacy as a lens to examine this gap for signs of possible narrowing in the disconnect between learning in EPPs and application in early childhood classrooms in the area of reading instruction. This quasi-experimental study used an online survey to collect self-reported perception data from teachers who completed an EPP and were serving within the first three years of their professional teaching careers in prekindergarten through third grade. The online survey consisting of eligibility questions, demographic questions, and the 22-item Teachers Sense of Efficacy in Reading Instruction (TSELI) was accessed via a link that was emailed to teachers in participating school districts within three centrally located counties in Oklahoma. The TSELI items focused on teacher's self-perception in the areas of instructional strategies, classroom management, and engaging students. Descriptive analysis of the results provided in this dissertation indicated the possibility that the gap between theory taught in EPPs and classroom application may be narrowing. Participants rated their perceptions of preparedness by the EPPs using a 9-point Likert-type scale with descriptors ranging from not at all to quite a bit as the numbers increased. Descriptive statistics were reported for all results, including multiple areas with results ranked in the quite a bit range on the TSELI which indicated the possibility that the gap may be narrowed for the participants of this study. Future research with a larger sample size encompassing a broader geographic area is needed to further evaluate the disconnect and its possible narrowing.

ISBN: 9798664792478Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Early childhood

A Descriptive Analysis of Teacher Perception of Preparedness to Teach Reading to Young Children by Education Preparation Programs.
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