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Administrator Knowledge of Early Reading Instruction
Administrator Knowledge of Early Reading Instruction
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152043
- ISBN
- 9798384039389
- DDC
- 372
- 서명/저자
- Administrator Knowledge of Early Reading Instruction
- 발행사항
- [Sl] : Temple University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 123 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Boyle, Joseph.
- 학위논문주기
- Thesis (Ph.D.)--Temple University, 2024.
- 초록/해제
- 요약Reading achievement continues to be a significant focus in the U.S. educational system. Despite an abundance of evidence about the importance of early reading instruction, prior research has shown that many pre-service and in-service general education and special education teachers are not knowledgeable about basic reading concepts. Less is known about administrator knowledge of early reading instruction. School administrators often make decisions regarding professional development in reading for teachers. Since school administrators are making these decisions, it is important that their knowledge of early reading instruction is studied. The purpose of this study was to extend the research base by examining the knowledge that administrators have related to early reading instruction as well as their confidence in evaluating teachers of reading. The national questionnaire was completed by kindergarten through sixth grade administrators and incorporated questions from the Survey of Language Constructs Related to Literacy Acquisition, an instrument originally designed to assess teacher content knowledge of basic language constructs.Overall, the data indicated that administrators are confident in their ability to provide feedback to teachers about early reading instruction. However, their knowledge is not extensive, and the relationship between knowledge and confidence, while significant, is modest. The data also showed that the administrators' degree (Master's or doctorate) does not affect either their knowledge or their confidence. What seems to be most important is the number of courses that administrators have taken in early reading instruction.
- 일반주제명
- Reading instruction
- 일반주제명
- Special education
- 일반주제명
- Education
- 일반주제명
- Educational leadership
- 키워드
- Administrators
- 키워드
- Literacy
- 키워드
- Reading
- 키워드
- Teachers
- 기타저자
- Temple University Special Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384039389
■035 ▼a(MiAaPQ)AAI31336972
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a372
■1001 ▼aFrith, Danielle M.▼0(orcid)0009-0006-2093-1621
■24510▼aAdministrator Knowledge of Early Reading Instruction
■260 ▼a[Sl]▼bTemple University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a123 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Boyle, Joseph.
■5021 ▼aThesis (Ph.D.)--Temple University, 2024.
■520 ▼aReading achievement continues to be a significant focus in the U.S. educational system. Despite an abundance of evidence about the importance of early reading instruction, prior research has shown that many pre-service and in-service general education and special education teachers are not knowledgeable about basic reading concepts. Less is known about administrator knowledge of early reading instruction. School administrators often make decisions regarding professional development in reading for teachers. Since school administrators are making these decisions, it is important that their knowledge of early reading instruction is studied. The purpose of this study was to extend the research base by examining the knowledge that administrators have related to early reading instruction as well as their confidence in evaluating teachers of reading. The national questionnaire was completed by kindergarten through sixth grade administrators and incorporated questions from the Survey of Language Constructs Related to Literacy Acquisition, an instrument originally designed to assess teacher content knowledge of basic language constructs.Overall, the data indicated that administrators are confident in their ability to provide feedback to teachers about early reading instruction. However, their knowledge is not extensive, and the relationship between knowledge and confidence, while significant, is modest. The data also showed that the administrators' degree (Master's or doctorate) does not affect either their knowledge or their confidence. What seems to be most important is the number of courses that administrators have taken in early reading instruction.
■590 ▼aSchool code: 0225.
■650 4▼aReading instruction
■650 4▼aSpecial education
■650 4▼aEducation
■650 4▼aEducational leadership
■653 ▼aAdministrators
■653 ▼aLiteracy
■653 ▼aProfessional development
■653 ▼aReading
■653 ▼aTeachers
■690 ▼a0535
■690 ▼a0529
■690 ▼a0515
■690 ▼a0449
■71020▼aTemple University▼bSpecial Education.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0225
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162697▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
