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Dissertation
Influences of teacher attitudes, classroom climate, and instructional methodologies on student reading achievement
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2010
Abstract
To determine if a statistically significant relationship exists between students' reading achievement on the state-required Florida Comprehensive Assessment Test (FCAT) and teachers' instructional styles, a correlation analysis was completed. Teachers in Jackson County, Florida, completed the Secondary Reading Teachers' Perspectives on Middle and High School Reading Instruction questionnaire. Their scores were then placed along an instructional continuum with one end representing structured skills-based instructional styles and the other end representing flexible strategy-based instructional styles. After the release of the reading achievement scores for the 2009 administration of FCAT, the mean relative differences of students' scores in the classes of participating teachers were compared with the teachers' scores on the instructional styles continuum to determine if a statistically significant relationship existed. Along with determining if a statistically significant relationship existed, the study was also designed to determine the instructional strategy that was the most frequently used within the classrooms of participants. Within the Secondary Reading Teachers' Perspectives on Middle and High School Reading Instruction Questionnaire, participants were asked to mark all of the predetermined strategies that were used in their classrooms. To determine the most frequently used strategy, the self-reported use of strategies by teachers was analyzed using a frequency chart. The results of the correlation analysis supported the notion that there was a statistically significant relationship between the mean relative difference in students' development scale score gains and teachers' scores on the self-reported Secondary Reading Teachers' Perspectives on Middle and High School Reading Instruction Questionnaire. Also, vocabulary strategies were found to be the most frequently used reading strategies within participating classrooms.
Details
- Title
- Influences of teacher attitudes, classroom climate, and instructional methodologies on student reading achievement
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 100
- Copyright
- © 2010 Holli Nicole Fears
- Identifiers
- 99380090733206600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida