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Record identifier : 569764
Personal Name - Primary Intelectual Responsibility : Ford, Lori
Title and statement of responsibility : A correlational study of self-directed teaching strategies and reading achievement among economically disadvantaged students [Thesis]
Publication, Distribution,Etc. : Walden University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Walden University
Summary or Abstract : Data from mandated No Child Left Behind Act (NCLB) standardized tests consistently reveals that economically disadvantaged students are not performing as well as students who are not disadvantaged. The testing requirements of NCLB may interfere with suitable methods of instruction necessary for eliminating existing achievement gaps. Accordingly, the purpose of this cross-sectional correlational study was to show whether a relationship existed between self-directed teaching strategies employed by teachers and reading achievement in economically disadvantaged students. STAR Reading comprehension test scores from a convenience sample of 45 third grade students who qualified for free or reduced lunch were retrieved from the beginning and end of a four-month period. Pearson product-moment correlation was utilized to test the relationship between pre and post test score differences in reading achievement and teachers' self-rating on a 10-item survey indicating to what degree they implemented self-directed teaching strategies. The analysis revealed a significant relationship was not present between test scores and teachers' self-reported teaching styles, although significant increases in test scores over the four-month period were observed. Descriptive analysis revealed the teachers involved in the study consistently implemented high levels of self-directed teaching strategies, thus possibly obscuring an association between the two variables due to a lack of variation. The results of the study suggest that future research should examine teachers with a range of differing teaching styles to better understand how to best educate our economically disadvantaged students. Such studies would advance positive social change by enabling students to become self-directed, life-long learners that are contributors and responsible citizens in today's global society..
Topical Name Used as Subject : Elementary education
Information of biblio record : TL
 
 
 
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