Closing Reading Achievement Gaps for Middle School Students

Autor/in	Daugherty, Michael D.
Titel	Closing Reading Achievement Gaps for Middle School Students
Quelle	In: Journal of Educational Research and Practice, 13 (2023) 1, S.62-82 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Daugherty, Michael D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Middle School Students; Reading Achievement; Achievement Gap; Self Efficacy; Faculty Development; Special Education Teachers; Middle School Teachers; Reading Comprehension; Reading Fluency; Correlation; Incidence; Group Behavior; Teacher Effectiveness; Teacher Role; Response to Intervention + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseleistung; Self-efficacy; Selbstwirksamkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseverstehen; Korrelation; Vorkommen; Gruppenverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle
Abstract	This research examined how self-efficacy, collective efficacy, and professional development compared between core content and special education middle school teachers working with middle school students in reading comprehension and fluency. Accordingly, no statistically significant difference in teacher self-efficacy between core content and special education teachers was discovered based on the ANOVA analysis results. An analysis of professional development and collective teacher efficacy showed mixed results with a negative relationship predicted between increased professional development hours for core content teachers. A predicted positive relationship existed with the number of professional development hours increasing for special education teachers. There was no statistically significant difference between core content and special education teachers' numbers of professional development hours identified as low, medium, or high. The chi statistic showed that both populations of teachers had insufficient training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01