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Effects of the LETRS® Reading Profes...

Houser, Andrew C.

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Effects of the LETRS® Reading Professional Development on Teachers' Self-Efficacy and Reading Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of the LETRS® Reading Professional Development on Teachers' Self-Efficacy and Reading Instruction./
作者:	Houser, Andrew C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	284 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-08, Section: A.
Contained By:	Dissertations Abstracts International82-08A.
標題:	Reading instruction. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28317184
ISBN:	9798569995042

Effects of the LETRS® Reading Professional Development on Teachers' Self-Efficacy and Reading Instruction.
Houser, Andrew C.

Effects of the LETRS® Reading Professional Development on Teachers' Self-Efficacy and Reading Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 284 p.

Source: Dissertations Abstracts International, Volume: 82-08, Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2021.

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

The purpose of this quantitative causal-comparative study was to determine if there were statistically significant differences between 3rd-, 4th-, and 5th-grade reading teachers in the Northeast Unites States, defined as participants and nonparticipants in the LETRS® professional development, in terms of teachers' self-efficacy in student engagement, instructional strategies, and classroom management, as well as teachers' reading instructional practices. Bandura's self-efficacy theory and Charlotte Danielson's Framework for Teaching (FfT) provided the theoretical framework for this study. The study was conducted with a convenience sample comprised 174 teachers who completed the Teachers' Sense of Efficacy Scale and the Framework for Teaching. Four research questions asked about differences between the compared groups in terms of four dependent variables. The results of nonparametric Mann-Whitney U tests found statistically nonsignificant differences between the compared groups in terms of student engagement subscale (U = 3270.5, p = 0.12), instructional strategies (U = 3520, p = 0.42), classroom management (U = 3581.5, p = 0.54), and teachers' instructional reading practice (U = 3539, p = 0.46). The results found no evidence of effectiveness of the LETRS® professional development in terms of the four dependent measures.

ISBN: 9798569995042Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Framework for Teaching

Effects of the LETRS® Reading Professional Development on Teachers' Self-Efficacy and Reading Instruction.
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