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Record identifier : 567245
Personal Name - Primary Intelectual Responsibility : Hoiland, Erin E.,
Title and statement of responsibility : Teacher and principal perceptions of use of brain research findings in reading instruction [Thesis]
Publication, Distribution,Etc. : Seattle University, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Seattle University
Summary or Abstract : This study examined the extent to which reported methods of reading instruction reflect brain research findings in literacy acquisition, and the degree to which first-grade reading teachers feel prepared to address, challenge, or adopt methods of reading instruction in terms of their perceived knowledge of brain-based learning. A researcher-developed closed-form mail survey was administered to three samples identifying, reading instruction methods employed and assessing the perceived knowledge and application of brain and reading research by primary grade teachers. The first sample (N = 22) was drawn from a sample frame of 203 first-grade reading teachers in South Puget Sound, Washington State. The second sample (N = 16) was drawn from a sample frame of 58 elementary school teachers comprising 100 percent of first through fifth grade teachers of a single public school district located within the research population. The third sample (N = 9) was drawn from a sample frame of 133 principals of the schools sampled. The majority (72.8 percent) of teacher respondents reported the methods of reading instruction in their classrooms were aligned with brain research results in literacy acquisition and/or structured around brain-based curricula (responded agree to strongly agree), and when queried about specific instructional practices characteristic of brain-based curricula over 63 percent of teacher respondents responded favorably. Findings also found 64 percent of teacher respondents felt inadequately prepared to address, challenge, or adopt methods of brain-based reading instruction and that they needed additional training. No statistically significant differences were observed between the principal and teacher responses..
Topical Name Used as Subject : Literacy, Reading instruction, Educational psychology
Information of biblio record : TL
 
 
 
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