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A case study of teachers' perceptions of best practices in literacy instruction and student performance as documented through classroom observations and daily classroom work.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	A case study of teachers' perceptions of best practices in literacy instruction and student performance as documented through classroom observations and daily classroom work./
作者:	Edmondson, Lauren Ann.
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2717.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Administration. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496504606

A case study of teachers' perceptions of best practices in literacy instruction and student performance as documented through classroom observations and daily classroom work.
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100 1 $a Edmondson, Lauren Ann. $3 1000005453
245 1 2 $a A case study of teachers' perceptions of best practices in literacy instruction and student performance as documented through classroom observations and daily classroom work.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2717.
500 $a Adviser: Richard Breslin.
502 $a Thesis (Ed.D.)--Saint Louis University, 2003.
520 $a This study was designed to determine effective practices in reading instruction in six third-grade classrooms. Three general research questions guided this study: (1) What reading instruction occurs in the third-grade classrooms? (2) What do teachers report regarding their instructional practice in those third-grade classrooms? (3) What student work exhibits learning in reading in the third-grade classrooms?
520 $a In this study six third-grade teachers in a public school system in the Midwest were interviewed over a three-month period. The interviews were transcribed and coded as the researcher looked for common themes and patterns of instructional practices.
520 $a The researcher also spent time conducting observations for approximately a week in each classroom. Notes were coded to correspond to themes and patterns in the data from the teacher interviews. Samples of student work were collected and analyzed for the same patterns and themes.
520 $a The participants in the study articulated several effective third-grade instructional practices that were utilized in their classrooms. Five patterns emerged from analyzing the three types of data that were collected. The patterns were as follows: reading and writing across the curriculum, specific strategies for struggling readers, a balance between whole group and small group instruction, writing, and literacy centers.
520 $a Each teacher talked about effective reading strategies that were applicable for struggling readers. The classrooms were set up for a balance of whole-group and small-group instruction. A strong focus on writing was observed and documented in each of the classrooms. The teachers added insightful comments about their thoughts of balanced-literacy and whole-language programs. Teachers were specific in the descriptions of their beliefs about third graders and the need for continued support in skill and strategy instruction beyond the primary grades.
590 $a School code: 0193.
650 4 $a Education, Administration. $3 1000005409
650 4 $a Education, Reading. $3 1000005408
650 4 $a Education, Elementary. $3 1000005428
690 $a 0514
690 $a 0535
690 $a 0524
710 2 0 $a Saint Louis University. $3 1000005454
773 0 $t Dissertation Abstracts International $g 64-08A.
790 1 0 $a Breslin, Richard, $e advisor
790 $a 0193
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3102891 $z Download fulltext (下載全文)