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Instructional Practices that Promote Reading Growth in K-3 Students : = A Qualitative Study of Highly Effective Reading Teachers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Instructional Practices that Promote Reading Growth in K-3 Students :/
其他題名:	A Qualitative Study of Highly Effective Reading Teachers.
作者:	Unowsky, Valora J.
面頁冊數:	1 online resource (213 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379958831

Instructional Practices that Promote Reading Growth in K-3 Students : = A Qualitative Study of Highly Effective Reading Teachers.
Unowsky, Valora J.

Instructional Practices that Promote Reading Growth in K-3 Students :A Qualitative Study of Highly Effective Reading Teachers. - 1 online resource (213 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Minnesota State University, Mankato, 2023.

Includes bibliographical references

The focus of this study was to examine the effective instructional practices, philosophies, values, and beliefs of highly effective reading teachers, as evidenced by their students' rate of reading growth over the course of one academic year across all demographic subgroups. Teacher instructional strategies, approaches to tier one and tier two instruction, planning, preparation, and philosophical beliefs about teaching were investigated. The primary goal of this study was to identify and examine teacher practices and characteristics which result in high reading growth, so as to benefit students. This qualitative grounded theory study used targeted teacher interviews and extensive coding methodologies to isolate the specific teacher practices and beliefs resulting in high student reading growth. Study results suggest that a teacher's commitment to their students, ownership of student learning, and actionable instructional planning and design are the most critical elements necessary to promote the greatest reading growth in primary students. The findings of this study may be generalizable to suggest specific teacher characteristics, beliefs, values, and instructional strategies which impact students' reading growth, ways in which school districts can embed professional development and additional educational opportunities for teachers to develop their reading pedagogy, and the call for a broader conversation about teacher quality as it relates to the preparation, hiring, and retention of the high quality teachers that our students deserve.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379958831Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Achievement gapIndex Terms--Genre/Form:

554714
Electronic books.

Instructional Practices that Promote Reading Growth in K-3 Students : = A Qualitative Study of Highly Effective Reading Teachers.
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