東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Elementary Teachers' Perceptions of ...

Sponaugle, Erin Lloyd.

FindBook

Google Book

Amazon

博客來

Elementary Teachers' Perceptions of Instructional Strategies for Reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary Teachers' Perceptions of Instructional Strategies for Reading./
作者:	Sponaugle, Erin Lloyd.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	153 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
Contained By:	Dissertations Abstracts International84-07A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245792
ISBN:	9798368420400

Elementary Teachers' Perceptions of Instructional Strategies for Reading.
Sponaugle, Erin Lloyd.

Elementary Teachers' Perceptions of Instructional Strategies for Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 153 p.

Source: Dissertations Abstracts International, Volume: 84-07, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

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

The problem investigated in this study was decreasing annual reading proficiency among students in intermediate elementary grades (Grades 3-5). Deficiencies in reading proficiency can negatively impact overall student achievement. The purpose of this study was to investigate intermediate elementary teachers' perceptions of their instructional strategies to improve students' reading proficiency and potentially increase Generalized Summative Assessment scores. The conceptual framework was Vygotsky's zone of proximal development theory. The key research questions were about elementary reading teachers' perceptions of effective instructional practices used to increase students' reading proficiency and elementary reading teachers' perceptions about teachers' instructional strengths and challenges associated with student reading proficiency. A basic qualitative design was used, using semistructured interviews to acquire data from 10 participants. Data analysis from the interviews consisted of a priori, lean, and in vivo coding. The findings revealed six themes: motivation through engagement, intrinsic engagement vs. accountability for motivation, the impact of technology, parental engagement, data-driven small group instruction, and phonemic awareness. The outcome of this project study is a three-day professional development addressing the needs of teachers based on the data. School and district leaders could benefit from this study by providing professional development to improve instructional strategies for reading. Parents may benefit by learning of the use of instructional strategies for reading and how those strategies could be applied to supporting student reading proficiency during the school year and at home. Students may benefit with enhanced overall student achievement.

ISBN: 9798368420400Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Parental involvement

Elementary Teachers' Perceptions of Instructional Strategies for Reading.
LDR:03032nmm a2200397 4500 001 2323196
005 20231010062932.5
006 m o d
007 cr#unu||||||||
008 231204s2023 ||||||||||||||||| ||eng d
020 $a 9798368420400
035 $a (MiAaPQ)AAI30245792
035 $a AAI30245792
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sponaugle, Erin Lloyd. $3 3642193
245 1 0 $a Elementary Teachers' Perceptions of Instructional Strategies for Reading.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 153 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-07, Section: A.
500 $a Advisor: Paeplow, Colleen.
502 $a Thesis (Ed.D.)--Walden University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a The problem investigated in this study was decreasing annual reading proficiency among students in intermediate elementary grades (Grades 3-5). Deficiencies in reading proficiency can negatively impact overall student achievement. The purpose of this study was to investigate intermediate elementary teachers' perceptions of their instructional strategies to improve students' reading proficiency and potentially increase Generalized Summative Assessment scores. The conceptual framework was Vygotsky's zone of proximal development theory. The key research questions were about elementary reading teachers' perceptions of effective instructional practices used to increase students' reading proficiency and elementary reading teachers' perceptions about teachers' instructional strengths and challenges associated with student reading proficiency. A basic qualitative design was used, using semistructured interviews to acquire data from 10 participants. Data analysis from the interviews consisted of a priori, lean, and in vivo coding. The findings revealed six themes: motivation through engagement, intrinsic engagement vs. accountability for motivation, the impact of technology, parental engagement, data-driven small group instruction, and phonemic awareness. The outcome of this project study is a three-day professional development addressing the needs of teachers based on the data. School and district leaders could benefit from this study by providing professional development to improve instructional strategies for reading. Parents may benefit by learning of the use of instructional strategies for reading and how those strategies could be applied to supporting student reading proficiency during the school year and at home. Students may benefit with enhanced overall student achievement.
590 $a School code: 0543.
650 4 $a Elementary education. $3 641385
650 4 $a Reading instruction. $3 2122756
653 $a Parental involvement
653 $a Phonics
653 $a Reading proficiency
653 $a Reading technology
653 $a Student engagement
653 $a Student literacy
690 $a 0524
690 $a 0535
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertations Abstracts International $g 84-07A.
790 $a 0543
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245792