Author: Elaine L. ShannonPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 238
Book Description
Elementary Teachers' Perceptions of the Principals' Role and Involvement in Elementary Reading Programs and the Teachers' Perceptions of the Work Environment
Author: Elaine L. ShannonPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 238
Book Description
Teachers' Perceptions of the Principal's Role in the Elementary School Reading Program
Author: Rebecca Susan ComptonPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 306
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 416
Book Description
Teachers’ Perceptions of Their Literacy Professional Development
Author: Patrick SuberPublisher: AuthorHouse
ISBN: 1665516569
Category : Education
Languages : en
Pages : 197
Book Description
In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
An Investigation of Principals' and Teachers' Perceptions of the Elementary School Reading Program
Author: Marie France DoanPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 358
Book Description
Elementary Teachers' Perceptions on the Influence of Principals' Behaviors and Actions on School Culture, School Climate, and Teacher Self-efficacy
Author: Natalie R. Neopolitano-SalmonPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 93
Book Description
This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.
Teacher Attitudes
Author: Marjorie PowellPublisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
Book Description
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
A Comparison of Principals' and Teachers' Perceptions of Principals' Reading Program Involvement, Reading Instruction Practices, Materials Use, and Staff Development Needs in Grades One Through Five in the Jordan School District, Sandy, Utah
Author: George Lawrence FryerPublisher:
ISBN:
Category :
Languages : en
Pages : 482
Book Description
Resources in Education
Author: The Role of Elementary School Principals Supporting Teachers in the Instruction of Reading for English Language Learners
Author: Nadene B. SteinPublisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 484
Book Description
This study utilized data gleaned from on-line surveys of primary level teachers and elementary school principals to understand what principals need to know and be able to do to support teachers in their instruction of reading for English Language Learners (ELLs). A review of five areas of literature provided a theoretical foundation for this study. Twenty-six primary level teachers and four elementary school principals, from eight Massachusetts's schools, participated in separate, three-part online questionnaires. Participants answered questions about licensure, experience, and professional development focused on teaching English Language Learners. In addition, participants responded to questions about their perceptions of (1) the elementary school principal's role in supporting teachers of ELLs learn to read in English, and (2) the leadership characteristics of principals in relationship to their work with teachers of ELLs. Teacher perceptions of principals are considered critically significant, since teachers have a day-to-day view of principals (Marzano, Waters and McNulty, 2005). At the onset of the study, the null hypothesis assumed by the researcher was that the perceptions of teachers and principals would be the same. The survey research design used a mixed-method approach, which included both quantitative and qualitative data analyses: the former using t-test measures; the latter examining statements made by participants. Results from the 39 questionnaire statements revealed that a statistically significant number of participants accepted the null hypothesis, and that a statistically insignificant number of participants rejected the null hypothesis. After the analyses were completed, the null hypothesis was rejected for twenty-two statements. The results led to the conclusion that teachers and principals do not agree on what elementary school principals understand and practice in support of teachers working with ELLs. One of the most critical conclusions is the lack of a shared, researched-based belief system about serving the learning needs of ELLs. Without a common belief system between a principal and teachers, it is difficult to meet the needs of ELL students. Even though principals and teachers did not agree in every area, the questionnaires provided rich data about what a principal needs to know and be able to do in order to better support teachers in their instruction of reading for English Language Learners. The study points to important implications for elementary school principals' practice in supporting their work with teachers of English Language Learners: (1) gain key understandings about effective English Language Learning and reading instructional practices through effective professional development; (2) seek out and reflect on data about current performance from teachers; (3) develop and /or strengthen leadership characteristics in relationship to the instruction of ELLs; (4) demonstrate a commitment to working with English Language Learners by adhering to a shared, researched-based belief system about instructing ELLs; and (5) implement a continuous improvement plan to address teachers' professional development needs in teaching reading in a second language. -- Abstract