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首页> 外文学位 >Teachers' experiences with literacy coaching: Instructional spaces to teach third and fourth grade reading comprehension.
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Teachers' experiences with literacy coaching: Instructional spaces to teach third and fourth grade reading comprehension.

机译：老师在识字辅导方面的经验：指导三年级和四年级阅读理解的教学空间。

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摘要

The purpose of the study was to understand teachers' knowledge and experiences associated with teachers' sense-making of their literacy coaching experiences. The researcher used qualitative research methods in the form of interview data and classroom observations to examine teachers' sense-making experiences informed through sociocultural theories. The researcher collected data from 5 teacher participants, mostly African Americans, who taught students who were also predominantly African American. Teachers' years of teaching experience ranged from 9 years to 40 years.;The study found that literacy coaching may improve teachers' abilities to scaffold students' cognitive reasoning. The study suggested that more, in-depth learning of subject-matter content, an understanding of students' instructional tasks, and an increase of duration in literacy coaching may be required before teachers can implement literacy instruction above literal comprehension. In contrast, the findings suggested that additional efforts in literacy coaching may be required to improve teachers' scaffolding of students' background knowledge. The findings revealed that few teachers may understand the influences of students' cultural backgrounds upon students' learning. The present study implied that additional and closer examination of how teachers scaffold cultural background knowledge during reading instruction may provide insight related to the role of knowledge about teachers' metacognition while engaged in literacy coaching.;Moreover, the results of the present study suggested that literacy coaching may promote teacher and student learning over extended periods of time. The study found that 4th grade students showed small achievement gains among individual students moving from 3rd grade to 4 th grade during the year of the intervention. Finding of small gains occurring during the year that the intervention was provided may suggest an expectant growth projection over time.;Nonetheless, the present study did not find that literacy coaching conclusively impacted gains in literacy achievement.;Key words: literacy coaching, teachers' metacognition, reading comprehension, comprehension strategy instruction, hybridity theory, activity theory, and critical literacy theory.
机译：这项研究的目的是了解教师的知识和经验，以及与他们对识字教练经验的理解有关的知识。研究人员使用定性研究方法，包括访谈数据和课堂观察的形式，以考察通过社会文化理论传授的老师的感性经历。研究人员从5位教师参与者（主要是非裔美国人）中收集了数据，这些人教给同样也是非裔美国人的学生。教师的教学年限从9年到40年不等。研究发现，扫盲教练可以提高教师的能力，以支持学生的认知推理。该研究表明，在教师能够以高于字面理解的方式实施识字教学之前，可能需要更多，更深入的学习主题内容，理解学生的教学任务以及增加识字辅导的持续时间。相反，研究结果表明，在扫盲教练方面可能需要付出更多的努力，以改善教师对学生背景知识的支持。调查结果显示，几乎没有老师可能了解学生的文化背景对学生学习的影响。本研究表明，对教师在阅读指导过程中如何支撑文化背景知识的进一步和更深入的研究可能提供与从事识字教练时有关教师元认知的知识有关的见解。此外，本研究结果表明，识字率教练可以促进教师和学生长时间的学习。研究发现，在干预年中，从3年级升至4年级的个别学生中，4年级的学生表现出较小的成就提升。发现在提供干预措施的年份中发生的小收益可能表明随着时间的推移预期的增长预测。；尽管如此，本研究并未发现扫盲教练最终会影响扫盲成就的增长。关键词：扫盲教练，教师元认知，阅读理解，理解策略指导，混合理论，活动理论和批判素养理论。

著录项

  • 作者

    Liddell, Peggie Joice.;

  • 作者单位

    Mississippi State University.;

  • 授予单位 Mississippi State University.;
  • 学科 Educational administration.;Reading instruction.;Curriculum development.;Elementary education.;Educational evaluation.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 178 p.
  • 总页数 178
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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