The purpose of this experimental study was two-fold. The first purpose was to explore the levels of self-efficacy of pre-service teachers regarding their own reading and writing processes and their abilities to be effective literacy leaders. The second purpose was to implement two different interventions in literacy instruction for pre-service teachers: an innovative Reflections Interactive Notebook and a traditional Reader's Response Journal. The differences between outcomes of the two interventions were analyzed. Pre-service teachers from Florida State University (N =65) were randomly assigned from 3 beginning reading methods courses to receive a 6-week intervention utilizing the Reflections Interactive Notebook or Reader's Response Journals. Before intervention began, students were given a pre-test in the form of open-ended and Likert scale questions to determine their beliefs, self-efficacy, and knowledge of the content area of literacy. In addition to descriptive statistics for the open-ended portion of the survey, a Multivariate Analysis of Variance (MANOVA) was used to examine the effects of the two interventions. After determining a significant effect in MANOVA, Wilks's λ= .896, F (3,124)=4.811, p / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2011. / February 17, 2011. / self-efficacy, beliefs, knowledge of content, literacy instruction, pre-service teachers / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Dissertation; Briley Proctor, University Representative; Shelbie Witte, Committee Member; Jeanne A. Wanzek, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_181904 |
| Contributors | Densmore-James, Susan (authoraut), Hanline, Mary Frances (professor directing dissertation), Proctor, Briley (university representative), Witte, Shelbie (committee member), Wanzek, Jeanne A. (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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