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Preservice Teachers Sense of Efficacy to Teach Reading and Writing and Familiarity with Readers and Writers Workshop.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Preservice Teachers Sense of Efficacy to Teach Reading and Writing and Familiarity with Readers and Writers Workshop./
作者:	Cardona, Alyssa.
面頁冊數:	1 online resource (66 pages)
附註:	Source: Masters Abstracts International, Volume: 57-05.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355910124

Preservice Teachers Sense of Efficacy to Teach Reading and Writing and Familiarity with Readers and Writers Workshop.
Cardona, Alyssa.

Preservice Teachers Sense of Efficacy to Teach Reading and Writing and Familiarity with Readers and Writers Workshop. - 1 online resource (66 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.C.I.)--Caldwell University, 2018.

Includes bibliographical references

A teacher's ability to effectively reach all students is dependent upon the level of self-efficacy they possess (Hoy & Spero, 2005). There are in fact some studies reporting that a significant number of new teachers feel that they are not well prepared by their education programs to teach certain subjects (Giles, Hibberts, & Kent, 2013; Andreasen et al., 2013; Ashley, 2016). This action research study examined how well a group of preservice teachers felt about how they are being prepared to teach reading and writing. The participants in this study were at a university in Northern New Jersey. The participants were at various points in the preservice education program. Students were asked how well they believe their preservice education program prepared them for the teaching of reading and writing and, additionally, how comfortable they felt about teaching each of these subjects to the students in their classes. In essence, this study questioned what was their self-efficacy in those areas of teaching. Finally, the participants were asked to indicate their familiarity with the Readers and Writers Workshop programs each of which are being implemented in many of the districts throughout the state of New Jersey. Two Likert scale surveys, open-ended questions, and interview questions were the methods used to collect data. Results of the data revealed that most of the preservice teachers under study had a greater sense of self-efficacy towards the teaching of reading than they did toward the teaching of writing and that their familiarity with Readers and Writers Workshop as a program for the teaching of reading and writing was limited.

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

Mode of access: World Wide Web

ISBN: 9780355910124Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Preservice Teachers Sense of Efficacy to Teach Reading and Writing and Familiarity with Readers and Writers Workshop.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
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502 $a Thesis (M.A.C.I.)--Caldwell University, 2018.
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520 $a A teacher's ability to effectively reach all students is dependent upon the level of self-efficacy they possess (Hoy & Spero, 2005). There are in fact some studies reporting that a significant number of new teachers feel that they are not well prepared by their education programs to teach certain subjects (Giles, Hibberts, & Kent, 2013; Andreasen et al., 2013; Ashley, 2016). This action research study examined how well a group of preservice teachers felt about how they are being prepared to teach reading and writing. The participants in this study were at a university in Northern New Jersey. The participants were at various points in the preservice education program. Students were asked how well they believe their preservice education program prepared them for the teaching of reading and writing and, additionally, how comfortable they felt about teaching each of these subjects to the students in their classes. In essence, this study questioned what was their self-efficacy in those areas of teaching. Finally, the participants were asked to indicate their familiarity with the Readers and Writers Workshop programs each of which are being implemented in many of the districts throughout the state of New Jersey. Two Likert scale surveys, open-ended questions, and interview questions were the methods used to collect data. Results of the data revealed that most of the preservice teachers under study had a greater sense of self-efficacy towards the teaching of reading than they did toward the teaching of writing and that their familiarity with Readers and Writers Workshop as a program for the teaching of reading and writing was limited.
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