Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction∗

Roehrig, Alysia D.; Guidry, Lisa; Bodur, Yasar; Guo, Ying; Pop, Margareta

doi:10.1080/19388070801938247

Cited by 12 publications

(3 citation statements)

References 9 publications

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“…Accordingly, models of student engagement propose that the classroom and school environment, as well as factors pertinent to the teacher, can exert a critical influence on student engagement (e.g., Fredricks, 2011;Reschly & Christenson, 2012;Ryan & Patrick, 2001;Upadyaya & Salmela-Aro, 2013). Field studies of effective teachers as well as larger-scale quantitative studies have highlighted how myriad teacher factors, including teacher support, coercive teacher behaviors, mastery-orientated classrooms, and a positive social-emotional climate, can enhance or detract from student engagement (e.g., Dotterer & Lowe, 2011;Lam, Wong, Yang, & Liu, 2012;Pianta, Hamre, & Allen, 2012;Roehrig & Christesen, 2010;Roehrig, Guidry, Bodur, Guan, Guo, & Pop, 2008;Wang & Holcombe, 2010;Wang & Eccles, 2012). In the present study, this line of research is extended to include fear appeals made by the classroom teacher prior to the high-stakes GCSE mathematics examination.…”

Section: Fear Appeals Appraisals and Student Engagementmentioning

confidence: 99%

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Putwain

Nicholson

Nakhla

et al. 2016

Contemporary Educational Psychology

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Previous studies have shown that teachers may use messages that focus on the importance of avoiding failure (fear appeals) prior to high-stakes examinations as a motivational tactic. The aim of this study was to examine whether fear appeals, and their appraisal as challenging or threatening, impacted on student engagement. Data were collected from 1373 students, clustered in 46 classes, and 81 teachers responsible for instruction in those classes, prior to a high-stakes mathematics secondary school exit examination. Data were analyzed in a multilevel structural equation model. The appraisal of fear appeals as challenging lead to greater student engagement and as threatening to lower student engagement. The impact of fear appeals on engagement was mediated by a threat appraisal. The effectiveness of fear appeals as a motivational strategy depends on how they are interpreted by students.

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Section: Fear Appeals Appraisals and Student Engagementmentioning

confidence: 99%

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Putwain

Nicholson

Nakhla

et al. 2016

Contemporary Educational Psychology

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show abstract

“…Specifically, Roehrig and her colleagues (2003) reported that a high score on the AIMS instrument was matched with effective teaching practices, including creating rich learning tasks, atmospheres where learning was valued, and excitement about academic content and activities, and having few discipline problems because students were on task. The AIMS instrument has been used in research that examined effective and less effective primary grades teachers (Bohn, Roehrig, & Pressley, 2004), mentoring beginning primary teachers for exemplary teaching practices (Roehrig, Bohn, Turner, & Pressley, 2008), and associations between classroom practice and preservice teachers' knowledge about effective primary reading instruction (Roehrig, Guidry, et al, 2008).…”

Section: The Aims Instrumentmentioning

confidence: 99%

Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction

Stanulis

Floden

2009

Journal of Teacher Education

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This study examines the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice, focused on a research-based conception of high-quality teaching known as effective balanced instruction, was used to measure the impact of the intervention. Using a matched comparison group design with 24 beginning teachers, the study tested the effects on teaching practice of intensive mentoring. Findings indicate that the improvement in the beginning teachers' AIMS scores from fall to spring was greater for the experimental group than for the comparison group of teachers.

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“…In studies conducted by Al-Hazza et al 2008, Cunningham et al (2004), and Bos et al (2001), while many in-service teachers perceived themselves as having the ability and confidence in teaching literacy skills, their self-perceived knowledge of teaching literacy skills was overestimated as teacher demonstrated lack of specific knowledge in foundational skills. In addition, many pre-service teachers also indicated preparedness to teach reading but they too did not demonstrate the requisite knowledge needed to teach struggling readers (Bos et al), nor were they often able to identify effective reading instruction in classrooms of in-service teachers (Roehrig, Guidry et al, 2008).…”

Section: Successful Implementation Of Rti Components Is Dependent On mentioning

confidence: 99%

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

Love¹

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A literacy knowledge assessment survey was designed to assess in-service teachers' literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials, and years of experience on their literacy knowledge. This quantitative study used descriptive statistics to examine the relationship between variables of teacher demographics (professional development participation, professional development content, courses taken at a college or university, teaching credentials, and years of experience), comparisons between teachers who teach elementary general education, secondary general education (English/language arts), special education, and those who are reading teachers/reading specialists/literacy coaches, and comparisons between novice and veteran teachers. This study was conducted in one school district in Pennsylvania. Univariate ANOVA analysis demonstrated statistically significant differences in the literacy knowledge of those who were trained in data analysis. Independent t-tests indicated a significant effect for Teaching Certification with those certified in special education receiving higher scores than those certified in English or middle level language arts. There was also a significant effect for Current Teaching Position with those who were a reading teacher/specialist or literacy coach receiving higher scores than those who taught English or middle level language arts. iii Dedication The author wishes to dedicate this work to the memory of her grandmother, Dorothy E. Conner, who passed on a love of learning and respect for education. I am grateful for all the support I have received while researching and writing this dissertation. Thanks especially go to the following individuals: My Family, especially my daughters, Julia and Ava, who have endured me throughout the process with unyielding support and love.

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Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction∗

Cited by 12 publications

References 9 publications

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

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