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You Might Find Diamonds : = A Mixed Methods Study of High School Teachers' Understanding, Valuation, and Implementation of Close Reading Instruction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	You Might Find Diamonds :/
Reminder of title:	A Mixed Methods Study of High School Teachers' Understanding, Valuation, and Implementation of Close Reading Instruction.
Author:	Shortman, Lesley Ann.
Description:	1 online resource (132 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Subject:	Secondary education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369679670

You Might Find Diamonds : = A Mixed Methods Study of High School Teachers' Understanding, Valuation, and Implementation of Close Reading Instruction.
Shortman, Lesley Ann.

You Might Find Diamonds :A Mixed Methods Study of High School Teachers' Understanding, Valuation, and Implementation of Close Reading Instruction. - 1 online resource (132 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--San Diego State University, 2017.

Includes bibliographical references

This mixed methods study endeavored to examine the close reading knowledge, perceptions, and practices of high school teachers of English/language arts in the United States. Through a quantitative online survey, and two qualitative approaches---one-on-one interviews and reflective instructional logs---data was collected regarding how teachers felt about close reading and their understanding and application of CR-related instructional strategies. Participants in the initial quantitative phase of this study comprised 102 secondary teachers from across the United States who currently taught high school English/language arts. Ten of these participating teachers were then selected as volunteers for the second phase of the study, a qualitative model combining interviews with written reflections on experiences in the classroom teaching close reading. The goal was to elicit candid teacher responses about both the challenges and successes of teaching close reading and to tap into teacher perception and attitude about close reading instruction. Results of the study indicated that teachers had an overall high level of confidence about their CR knowledge, but were not always able to articulate the efficacy of various instructional approaches to CR. In addition, the data suggested that teachers highly valued CR and would welcome targeted, productive opportunities for further close reading professional development.

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

Mode of access: World Wide Web

ISBN: 9781369679670Subjects--Topical Terms:

1179560
Secondary education.
Index Terms--Genre/Form:

554714
Electronic books.

You Might Find Diamonds : = A Mixed Methods Study of High School Teachers' Understanding, Valuation, and Implementation of Close Reading Instruction.
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245 1 0 $a You Might Find Diamonds : $b A Mixed Methods Study of High School Teachers' Understanding, Valuation, and Implementation of Close Reading Instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Advisers: Mary Poplin; Barbara Moss.
502 $a Thesis (Ph.D.)--San Diego State University, 2017.
504 $a Includes bibliographical references
520 $a This mixed methods study endeavored to examine the close reading knowledge, perceptions, and practices of high school teachers of English/language arts in the United States. Through a quantitative online survey, and two qualitative approaches---one-on-one interviews and reflective instructional logs---data was collected regarding how teachers felt about close reading and their understanding and application of CR-related instructional strategies. Participants in the initial quantitative phase of this study comprised 102 secondary teachers from across the United States who currently taught high school English/language arts. Ten of these participating teachers were then selected as volunteers for the second phase of the study, a qualitative model combining interviews with written reflections on experiences in the classroom teaching close reading. The goal was to elicit candid teacher responses about both the challenges and successes of teaching close reading and to tap into teacher perception and attitude about close reading instruction. Results of the study indicated that teachers had an overall high level of confidence about their CR knowledge, but were not always able to articulate the efficacy of various instructional approaches to CR. In addition, the data suggested that teachers highly valued CR and would welcome targeted, productive opportunities for further close reading professional development.
520 $a Key Words: Close reading, mixed methods, secondary teachers, reading instruction.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Teacher education. $3 1148451
650 4 $a Reading instruction. $3 1148440
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710 2 $a San Diego State University. $b Education. $3 1185495
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