Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement

Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret

doi:10.1080/02702711.2011.577695

Cited by 57 publications

(42 citation statements)

References 52 publications

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“…Cantrell, Almasi, Carter, & Rintamaa, 2013;Guo, Connor, Yang, Roehrig, & Morrison, 2012). Efficacious teachers, for example, persist in teaching the struggling students, criticizing them less frequently, and spending more time on academic instruction (Gibson & Dembo, 1984).…”

Section: Introductionmentioning

confidence: 99%

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Chahkandi¹,

Rasekh²,

Tavakoli³

2016

IJAL

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This research intends to explore the efficacious English teachers' goals and strategies to effectively manage their own as well as their students' emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers' goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students' mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management.

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Section: Introductionmentioning

confidence: 99%

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Chahkandi¹,

Rasekh²,

Tavakoli³

2016

IJAL

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“…While other research (e.g., Cantrell et al, 2013;Cantrell et al, 2010;Feldman et al, 2012;Simmons et al, 2014) that students who completed more of the workbook made greater gains from pretest to posttest, with effect sizes ranging from 0.08 to 0.35 (Kim et al, 2016). This suggests that students' completion of comprehension workbooks prepared them to achieve on standardized tests, and thus that workbook completion serves as an adequate proxy for literacy gains.…”

Section: Coaching Implementation and Outcomesmentioning

confidence: 87%

“…Third, the vast majority of intervention research is short-term, collecting data in the first year of implementation (e.g., Benner et al, 2011;Cantrell et al, 2013;Cantrell et al, 2010;Faggella-Luby & Wardwell, 2011;Graves et al, 2011;Lang et al, 2009;Simmons et al, 2014;Solís et al, 2015;Vaughn et al, 2011). Therefore, these studies examine teachers' practice while teachers are still in the process of learning a new curriculum or instructional approach.…”

Section: The Present Studymentioning

confidence: 99%

“…Furthermore, both studies examine mature implementation of the intervention, as all participating teachers were in at least their second year of implementation. This is rare in literacy intervention research, as most of the implementation literature is focused on teachers in their first year of implementation (e.g., Benner, Nelson, Stage, & Ralston, 2011;Burkhauser & Lesaux, 2015;Cantrell, Almasi, Carter, & Rintamaa, 2013;Cantrell et al, 2010;Faggella-Luby & Wardwell, 2011;Graves et al, 2011;Lang et al, 2009;Leko, Roberts, & Pek, 2015;Simmons et al, 2014;Solís, Vaughn, & Scammacca, 2015;Vaughn et al, 2011).…”

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confidence: 99%

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Teacher implementation of an adolescent reading intervention

Troyer¹

2017

Teaching and Teacher Education

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“…Through these processes we form beliefs about how we feel, think, act, and motivate ourselves in various situations (Tschannen-Moran & Barr, 2004). These beliefs also relate to a teacher's persistence and effort through any challenges they may face in attempting to meet the needs of their students (Cantrell, Almasi, Carter, & Rintamaa, 2013). Teachers bring these beliefs into the classroom helping them form their instructional strategies and the expectations they have for their students.…”

Section: Teacher Efficacymentioning

confidence: 99%

Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity

Coats¹

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could not have reached this point without her support and guidance throughout this process. Jennifer worked tirelessly to provide me with feedback and direction. For more than a year, we met every two weeks so that she could monitor my progress and hold me accountable. During the moments I felt overwhelmed, she was the calming influence that helped me to continue moving forward. I also would like to recognize my friends and colleagues, specifically A.J. Zenkert, Sherry Dismuke, Lisa Beymer, and Phil Kelly who supported, inspired, motivated, and consoled me throughout this journey. These were the individuals that did not allow me to quit and encouraged me to remain persistent until the This dissertation was designed as a psychological case study using a phenomenological approach. A case study, as defined by Merriam (1988), provides a thorough description and analysis of a specific phenomenon, a phenomenon that is found within a bounded context (Miles & Huberman, 1994). The phenomenon examined was the ability of teacher candidates to reflect upon self and others with regard to their thoughts, emotions, and actions within a classroom context, and the influence their insight had upon the development of a professional identity.Data were collected from all participants and interpreted by the researcher in order to describe commonalities found within their experiences (Moustakas, 1994). The Self-Reflection and Insight Scale (SRIS) and Teacher Efficacy Scale (TES) were quantitative measures used as baseline data for levels of psychological insight and teacher vi efficacy. The three primary data sources consisted of an initial interview, exit interview, and video observations. The initial and exit interviews were designed as a semi-structured interview to gain further understanding of the participant's behavior within the classroom context, ability to reflect on self and others, their efficacy for teaching, and their philosophical beliefs regarding teaching and learning. The video observations of self and other gave participants the opportunity to reflect on a video recorded lesson conducted within the classroom context.The data collected was examined using both a within-case and cross-case analysis. During the within-case analysis, emerging themes were identified through the interpretation of the data collected for each individual case. A summarized portrayal was created to describe the thoughts, feelings, and actions of each participant. A cross-case analysis was conducted to identify common themes that emerged across all cases by data source. Components influencing the development of a professional identity were identified and summarized based on these common themes. Warrantability was maintained during the collection and analysis process through triangulation, member checks, peer examinations, and a researcher's journal.Analysis of the three primary data sources identified five components that may have a potential impact on development of a teacher candidate's professional identity.These components were labeled as in...

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Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement

Cited by 57 publications

References 52 publications

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Teacher implementation of an adolescent reading intervention

Teacher Candidate Psychological Insight and Capacity for Change: Developing a Professional Identity

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