This mixed-method study examined the extent to which content knowledge of instructional approaches and strategies, knowledge of the five Scientifically Based Reading Research (SBRR) components, and knowledge of the student learner were factors associated with teacher instructional decision making when implementing a new core reading program. Twenty six kindergarten through third grade teachers responded to a detailed questionnaire regarding use and perceptions. Twelve teachers were interviewed to further investigate factors that influenced teacher instructional decision making.
Analysis of data showed that teachers made meaningful and thoughtful instructional decisions for reading instruction when implementing a new core reading program. Teachers most often based their instructional decision making on their knowledge of instructional approaches and strategies emphasizing differentiated instruction, flexible grouping, comprehension strategy instruction, and guided reading. Teachers made instructional decisions based on students need to develop critical thinking skills, be engaged and motivated to learn, and acquire necessary skills for future success. Teachers level of experience instructing at their present grade level, the amount and quality of professional development, and the support of the school administrator were found to influence implementation and instructional decision making when using a new core reading program.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-09092007-185750 |
| Date | 29 January 2008 |
| Creators | Bentley, Shelly Ann |
| Contributors | Dr. Shirley Biggs, Dr. Rita Bean, Dr. Charlene Trovato, Dr. Linda Kucan |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-09092007-185750/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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