A Descriptive Mixed Methods Case Study on Children's Literature and Recreational Reading

Autor/in	Northern, Sara R.
Titel	A Descriptive Mixed Methods Case Study on Children's Literature and Recreational Reading
Quelle	(2010), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-4450-4
Schlagwörter	Hochschulschrift; Dissertation; Childrens Literature; Recreational Reading; Case Studies; Elementary School Teachers; Reading Programs; Program Effectiveness; Focus Groups; Social Change; Scores; Pretests Posttests; Public Libraries; Urban Areas; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; 'Children''s literature'; Kinderliteratur; Häusliche Lektüre; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialer Wandel; Public library; Stadtbücherei; Öffentliche Bibliothek; Urban area; Stadtregion; Lehrerverhalten
Abstract	A lack of implementation of classroom strategies can hinder elementary teachers' efforts to stay current in children's literature and recreational reading activities to promote reading for pleasure to students. Basal and literature-based curricula have been a solution to this problem, but their effectiveness is unclear as teachers are often faced with time constraints and lack of access to information regarding current children's titles. The purpose of this descriptive mixed methods case study was to evaluate a reading program developed by the researcher, describe its impact and provide teachers information on reading resources as promoted by an urban public library. The study was grounded in Dewey's theory of child-centered learning, Bloom's taxonomy, and reading for pleasure as a model for a supplemental classroom-reading program. Pre and posttest scores were used to examine data from reading survey and individual question reviews of focus group interviews following the implementation of the program among 11 educators. A paired sample t-test was used to document a statistically significant increase of 47% (t (10) = 5.00, p less than 0.01 in reading test posttest scores ([delta]M = 2.64, SD = 1.15). A focus group interview was also used to determine impact of the reading program and perceptions among teachers. Following Rubin and Rubin, line-by-line analyses of participants' responses was conducted manually to disclose patterns, relationships, and themes. Teachers reported an understanding of the relevance current in children's literature and implementing more recreational reading activities in the classroom. This study contributes to positive social change by increasing the understanding of the relevance of teachers' knowledge of current children's literature, promoting recreational reading, and building community partnerships, which contribute to developing lifelong readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10