Keywords
Adolescent literacy, intensive reading, high school reading, reading teachers, teacher effectiveness
Abstract
This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and openended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida’s value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes—importance of building positive relationships with students, student practice, and student self-reflection—and three resource needs— increased access to technology, print resources, and professional learning
Notes
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Graduation Date
2013
Semester
Summer
Advisor
Taylor, Rosemarye
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Teaching, Learning, and Leadership
Degree Program
Educational Leadership; Executive
Format
application/pdf
Identifier
CFE0004963
URL
http://purl.fcla.edu/fcla/etd/CFE0004963
Language
English
Release Date
August 2016
Length of Campus-only Access
3 years
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Education, Education -- Dissertations, Academic,
STARS Citation
Wysong, Jason, "Deconstructing Differences In Effectiveness Of Reading Teachers Of Ninth Grade Non-proficient Readers In One Florida School District" (2013). Electronic Theses and Dissertations. 2929.
https://stars.library.ucf.edu/etd/2929