Purpose. The purpose of this study was to determine education journal reading habits of public elementary school teachers in grades kindergarten through six in San Joaquin, Stanislaus, and Tuolumne counties in California. Problem. The study was designed to answer the following research questions: To what extent do teachers read education journals; what influences teachers to read education journals; what discourages teachers from reading education journals; what is the teacher's perception of the value or importance of reading education journals; to what extent and in which areas do the teachers use information obtained from reading education journals to make changes in their classrooms; what strategies can an administrator use with teachers to increase journal reading; and what, if any, is the relationship between gender, age, educational degree, size of school, and size of district with respect to the reading habits of teachers. Procedures. Six hundred and fifty teachers from fifty-eight elementary schools in grades kindergarten through six responded to a thirteen item questionnaire related to education journal reading. Frequencies and percentages with means and standard deviations for descriptive statistics were used. The.01 level of significance was used. Findings were reported on sixteen tables. Findings. The data revealed that teachers prefer reading education journals which contain practical and useful information. Principals were identified as having the greatest influence to encourage teachers to read education journals. The factor which most often encouraged teachers to read journal articles was the usefulness of the information. Teachers reported that the greatest value derived from journal reading was to keep updated on current education issues. It was found that journal reading had the greatest influence on language arts instruction. Some significance was found in the demographic data with reading habits of teachers. Recommendations. From the findings, five suggestions for further research are provided dealing with topics related to the utilization of journal articles in the classroom, the classroom change process, and the use of journal reading in teacher college preparation programs. Nine recommendations are made on techniques principals can use to increase journal reading by teachers.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-4339 |
| Date | 01 January 1990 |
| Creators | Myrick, Harriet Jane |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
Page generated in 0.0031 seconds