國立虎尾科技大學 |

Data Literacy of Reading Educators : = Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Data Literacy of Reading Educators :/
其他題名:	Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.
作者:	Beachy, Rachel Rayburn.
面頁冊數:	1 online resource (178 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9780355276077

Data Literacy of Reading Educators : = Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.
Beachy, Rachel Rayburn.

Data Literacy of Reading Educators :Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction. - 1 online resource (178 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of data literacy as a knowledge base necessary to the successful education of students in today's classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355276077Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Data Literacy of Reading Educators : = Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.
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100 1 $a Beachy, Rachel Rayburn. $3 1182821
245 1 0 $a Data Literacy of Reading Educators : $b Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Erin McTigue.
502 $a Thesis (Ph.D.) $c Texas A&M University $d 2017.
504 $a Includes bibliographical references
520 $a This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of data literacy as a knowledge base necessary to the successful education of students in today's classrooms.
520 $a Study 1 documents the development and validation of a new survey instrument, the Perceptions, Knowledge, and Interpretation of Reading Assessment (PKIRA) survey, to assess the perceptions and knowledge of current educators of reading/language arts in grades PK--12. The final version of the PKIRA consists of five sections and/or subscales; 1) demographics, participants general experience and perceived instructional preparedness section; 2) teacher perception of reading assessment and instruction subscale; 3) teacher reading assessment knowledge and data literacy subscale; 4) teacher knowledge of language structure subscale; and 5) the teacher ability to use data to drive instruction open ended response section. The reliability and validity of this new instrument were analyzed using exploratory factor analysis, item response theory and inter-item correlations. Results indicate the PKIRA is a reliable and valid instrument to measure the knowledge and perceptions of inservice reading teachers.
520 $a The purpose of Study 2 was to collect data on the knowledge and perceptions from a unique group of inservice reading educators to further validate the PKIRA and determine which aspects of teacher training or experience were associated with reading content knowledge, reading assessment knowledge and data literacy knowledge. Cronbach's alpha, confirmatory factor analysis, item response theory, and ANOVA were used to analyze the data collected. Results provide further support for instrument validation. Results also indicate participants' certification and master's degree status have no statistically significant differences on their mean knowledge score. However, differences in mean knowledge score were found to be associated with teachers' total years teaching and more strongly with, their total years teaching reading.
520 $a The value of these studies lies in the creation and validation of a reliable new survey instrument that can be used to support the growth and development of data literacy in current educators nationwide. As the PKIRA can provide extensive data on teacher knowledge and perceptions of reading and reading assessment, those who prepare or supervise educators could use the tool to better differentiate and align their instruction to the ever changing needs of the classroom teachers of today.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
650 4 $a Teacher education. $3 1148451
650 4 $a Educational tests & measurements. $3 1180442
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0530
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710 2 $a Texas A&M University. $b Teaching, Learning, and Culture. $3 1182822
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10662416 $z click for full text (PQDT)