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Middle Grades (6-8) Reading Teachers’ Beliefs Regarding the State’s Academic Reading Standards, Curriculum Materials, and Instructional PracticesUnknown Date (has links)
Teachers’ beliefs about the reading standards as well as curriculum materials used
to address the standards affect how teachers implement the standards, which further
impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each
participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended
questions. Analysis was conducted on the teachers’ beliefs regarding the state’s
academic reading standards, content materials the teachers used to teach reading, the
teachers’ self-reported instructional practices, and how the selected teachers understand
the relationship between their beliefs and instructional practices. Likewise, content
analyses were performed using documents such as lesson plans, classroom assignments,
and assessments that were collected from the participants. There were six major findings
in this study. The first finding indicated that participants had mix feelings regarding the
standards; they were viewed by some teachers as guides and building blocks while others viewed the standards as not being beneficial to have in the classroom. The second finding
depicted that participants had mixed experiences of collegial planning; some shared that
collegial planning assisted their efforts with understanding the standards while others
indicated that collegial planning could be improved. The third finding portrayed that the
curriculum materials used to teach reading were both district-given and supplemental.
Due to a lack of rigor with the district-given resource, some participants opted to use
supplemental resources that better aligned to the expectation of the standards. The fourth
finding addressed both teacher and student challenges faced by the participants. Teacher
challenges included the fast pace and implementation of the standards while student
challenges included lack of motivation and student misbehavior. The fifth finding
highlighted how participants viewed the relationship between their beliefs and
instructional practices. Participants discussed the impact, or lack thereof, of the
implementation of the shifts in the standards. The sixth and final major finding of this
study emphasized that professional development was needed to teach the reading
standards. As a result of these findings, implications include providing teachers with
professional development opportunities that target practical ways on how to implement
the shifts of the standards in day-to-day instruction and instructional strategies to enhance
student motivation. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
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Middle School Literacy Teachers' Perceptions of Their Self-Efficacy to Teach Reading StandardsWhyte, Marcia Lohan 01 January 2017 (has links)
With the implementation of more rigorous reading standards nationwide, teachers are feeling less secure about their abilities to teach students to become proficient readers. Utilizing Bandura's theory of self-efficacy as the conceptual framework, the purpose of this qualitative case study was to explore how teachers perceived their self-efficacy to teach complex reading standards to struggling readers. Seven middle school English language arts teachers from 2 schools in a southern school district participated in this study. The research questions addressed teachers' understanding of the recent Common Core literacy standards and perceptions of their own self-efficacy to teach mastery of these standards to struggling readers. Semi-structured interviews with teacher study participants were recorded, transcribed, coded, and then analyzed in search of common themes. Findings showed that teachers perceived themselves to be knowledgeable about the literacy standards but, believed themselves unprepared to teach mastery of the standards to students who read significantly below grade level. Middle school teachers in this study claimed they had received no training that emphasized effective strategies for struggling readers and believed that training in such strategies and more collaboration with colleagues would increase their self-efficacy to enhance reading skills of struggling students. The resulting project created from the findings was a series of professional development sessions for middle school teachers to explain reading strategies that support the reading development of struggling readers. This study could affect positive social change by identifying ways in which middle school teachers may become more empowered to teach struggling readers. When teachers are empowered, their confidence and self-efficacy levels increase, and students benefit from effective instruction.
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