Student reading performance in relation to selected causal variables and a teaming process for improving higher order thinking skills, 2009
Haynes, Sarah Kirksey
2000-2009
It was proposed to examine student motivation and teacher expectation for student performance in reading in relation to teachers' perceptions of instructional supervision, planning and preparation, instructional delivery, preservice college preparation, reading endorsement certification, teacher professional development, grade level teaching assignment and parental involvement. The results of a teacher survey indicated that student motivation was correlated with teacher expectation about students' performance on the Georgia Criterion Reference Competency Tests (CRCT), and both were correlated with preservice college training, instructional delivery and parent involvement. Based on the survey results, a treatment was conducted to enhance teachers' capabilities to teach for higher order thinking skills in reading in the second grade of a metropolitan Atlanta elementary school. There was no significant transfer on the CRCT from the treatment.
text
application/pdf
2009-05-01
thesis
Doctor of Education (EdD)
Clark Atlanta University
School of Education, Educational Leadership
Turner, Trevor Persaud, Ganga Moffett, Noran
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:2009_haynes_sarah_k