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Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades.
Annals of Dyslexia ( IF 2.275 ) Pub Date : 2019-01-03 , DOI: 10.1007/s11881-018-00170-6
Kausalai Kay Wijekumar 1 , Andrea L Beerwinkle 2 , Karen R Harris 3 , Steve Graham 3
Affiliation  

The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension and literacy practices gathered during a recent cluster randomized control trial on a reading comprehension intervention conducted with 280 fourth and fifth-grade teachers and their classroom students. We also conducted focus group interviews with 43% of the teachers and observed 90% of the teachers once during the implementation years. For writing, we used data collected from 32 teachers during a 3-year design project for a teacher-led computer-supported writing intervention. We also collected data from groups of school administrators using structured interviews during both studies. Finally, we conducted an artifact review of school curricula and posted professional development (PD) plans. Our results show that in both reading comprehension and writing, all teachers reported not receiving sound evidence-based pre-service preparation and they were not currently employing any evidence-based approaches. Most teachers reported using the basal reading series with very little variation from the lesson scope and sequence. Teachers and administrators frequently reported that skills were being taught in isolation (e.g., skill of the week is summarizing) and that writing was neglected. The interviews showed very interesting patterns of curricula decision-making by school administrators and these findings were further confirmed through the artifact reviews. Based on these results, we recommend that any review of teacher practices focus also on administrator decision-making and school level factors that are driving what happens in the classrooms. The review showed that the teachers themselves do not feel empowered to learn and deliver evidence-based literacy practices and feel constrained by the system.

中文翻译:

小学高年级的教师知识和教学技能的病因学。

这项研究的目的是研究教师知识的病因,以及影响小学高年级循证阅读和写作干预措施实施的因素。这项研究使用了五个数据来源:首先,我们使用了教师调查,了解他们在岗前的准备工作,以了解最近对280名四年级和五年级教师进行的阅读理解干预的整群随机对照试验中收集的阅读理解和识字实践。他们的课堂学生。在实施期间,我们还对43%的教师进行了焦点小组访谈,并观察了90%的教师一次。在写作方面,我们使用了为期3年的设计项目中从32位教师那里收集的数据,以教师为主导的计算机辅助写作干预。在这两项研究中,我们还使用结构化访谈从学校行政人员小组收集了数据。最后,我们对学校课程进行了人工评估,并发布了专业发展(PD)计划。我们的研究结果表明,在阅读理解和写作方面,所有教师均表示未接受基于证据的合理的岗前准备,并且他们目前未采用任何基于证据的方法。大多数教师报告使用基础阅读系列,与课程范围和顺序相差无几。老师和管理人员经常报告说,技能是孤立地教授的(例如,本周的技能正在总结),写作被忽略了。访谈显示了学校管理者非常有趣的课程决策模式,这些发现通过工件评估得到了进一步证实。根据这些结果,我们建议对教师行为的任何审查也应着重于管理者的决策和学校水平的因素,这些因素推动了教室中发生的事情。审查显示,教师本身没有能力学习和提供基于证据的扫盲实践,也没有受到系统的约束。
更新日期:2019-01-03
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