Professional Reading-Neglected Resource-Why?

Science education journal/periodical reading patterns of senior level undergraduate education students at the university of Oklahoma, 1973‐1982

“…Factors such as nonavailability of professional journals/periodicals in school and school district libraries, lack of encouragement by school and school district administrators and perceptions of irrelevancy of professional journal/periodical content on the part of teachers appear to be positively related to this low readership (Drost & Kersten, 1980). George and Roy (1979) found that the opportunity of teachers to discuss journaYperiodica1 readings in faculty meetings was significantly positively related to the time teachers spent reading such professional journals/periodicals. Stopper (1982) suggested that professional journal/periodical reading may be negatively affected by the inability of teachers to efficiently choose and comprehend journal/periodical articles because of the time demands of teaching.…”

The Science‐Oriented Journal Reading Habits of Elementary Teachers in Central Texas

“…However, research on the reading habits of teachers indicates that elementary teachers are not very active readers of professional journals (Schubert, 1960;Cogan, 1975;George and Ray, 1979). A lack of time in school and out (Kersten and Drost, 1980;Stopper, 1982), paltry collections of journals in professional libraries (Petersen, 1962), and little support and encouragement from principals and other school district administrators (Kersten and Drost, 1980;George and Ray, 1979) are reasons given for not reading professional journals. Other explanations commonly offered by teachers include not being introduced to professional journals in college courses (Mour, 1977;Petersen, 1962) and the concern that a number of professional journals provide little information that is of immediate and direct value in the classroom (National Education Association, 1970).…”

“…Thus, one might expect elementary teachers as a group to be avid professional readers. However, research on the reading habits of teachers indicates that elementary teachers are not very active readers of professional journals (Schubert, 1960;Cogan, 1975;George and Ray, 1979). A lack of time in school and out (Kersten and Drost, 1980;Stopper, 1982), paltry collections of journals in professional libraries (Petersen, 1962), and little support and encouragement from principals and other school district administrators (Kersten and Drost, 1980; George and Ray, 1979) are reasons given for not reading professional journals.…”

“…A survey conducted by George and Ray (1979) further suggests that most teachers spend little time reading professional journals. Their findings revealed that 55 percent of Tennessee teachers (grades K through 12) spend 30 minutes or less per week reading professional journals.…”

“…Their findings revealed that 55 percent of Tennessee teachers (grades K through 12) spend 30 minutes or less per week reading professional journals. The time spent reading professional journals has also been found to be positively correlated with teaching experience (Cogan, 1975;George and Ray, 1979), professional degrees obtained (George and Ray, 1979), size of school (Kersten and Drost, 1980), and level taught (Kersten and Drost, 1980).…”