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Teacher perceptions and barriers to ...

Sarao, Diana P.

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Teacher perceptions and barriers to implementation of a reading workshop in the secondary classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher perceptions and barriers to implementation of a reading workshop in the secondary classroom./
作者:	Sarao, Diana P.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663417
ISBN:	9781321926415

Teacher perceptions and barriers to implementation of a reading workshop in the secondary classroom.
Sarao, Diana P.

Teacher perceptions and barriers to implementation of a reading workshop in the secondary classroom. - 144 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Sam Houston State University, 2015.

While research supports components of quality literacy instruction, such as choice, time, teacher modeling, and teacher feedback, some secondary English Language Arts teachers are reluctant to move from traditional instruction to a model that encompasses those components. This study examined teacher's perceptions of Reader's Workshop and obstacles of implementation. Throughout three phases (survey research, Metaplan, and interviews) the following perceptions emerged: a common understanding of the structure, equipping students with necessary skills, and the concept of growing student readers. Six common obstacles emerged: conferring, grading, colleague support, instructional alignment, expenses, and time. Further implications include professional development sessions conducted by school districts along with teachers observing other teachers. Future research is recommended in understanding high school teachers' perceptions of Reader's Workshop and the study of Writer's Workshop.

ISBN: 9781321926415Subjects--Topical Terms:

532624
Language arts.

Teacher perceptions and barriers to implementation of a reading workshop in the secondary classroom.
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500 $a Adviser: Debra Price.
502 $a Thesis (Ed.D.)--Sam Houston State University, 2015.
520 $a While research supports components of quality literacy instruction, such as choice, time, teacher modeling, and teacher feedback, some secondary English Language Arts teachers are reluctant to move from traditional instruction to a model that encompasses those components. This study examined teacher's perceptions of Reader's Workshop and obstacles of implementation. Throughout three phases (survey research, Metaplan, and interviews) the following perceptions emerged: a common understanding of the structure, equipping students with necessary skills, and the concept of growing student readers. Six common obstacles emerged: conferring, grading, colleague support, instructional alignment, expenses, and time. Further implications include professional development sessions conducted by school districts along with teachers observing other teachers. Future research is recommended in understanding high school teachers' perceptions of Reader's Workshop and the study of Writer's Workshop.
520 $a KEY WORDS: Reader's workshop, Reading workshop, Reading, Secondary English Language Arts, Junior high, Middle school, Literacy instruction, Metaplan, Survey, Interview, Sam Houston State University, Huntsville.
590 $a School code: 0374.
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