A Comparative Case Study of Factors Distinguishing between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools

Autor/in	Chambers, Jennifer R.
Titel	A Comparative Case Study of Factors Distinguishing between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools
Quelle	(2012), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Eastern Kentucky University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-1695-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Reading Achievement; Educational Strategies; Program Effectiveness; Reading Instruction; Teaching Methods; Small Group Instruction; Teacher Morale; Reading Strategies; Rural Schools; Qualitative Research; Case Studies; Elementary School Teachers; School Districts; Economically Disadvantaged; Interviews; Teacher Attitudes; Instructional Leadership; Observation; Faculty Development; High Achievement; Low Achievement; Reading Centers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseleistung; Lehrstrategie; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Reading strategy; Leselernstufe; Lesetechnik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Qualitative Forschung; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; School district; Schulbezirk; Interviewing; Interviewtechnik; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Beobachtung; Unterdurchschnittliche Leistung; Lesehalle
Abstract	This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area with similar student demographics and economic disadvantages. Data were collected through interview questions to assess the staffs' perceptions of their school's instructional program, leadership strategies, and teaching methods. The researcher also conducted observations of classrooms during reading instruction to determine practices being used. Results indicate high teacher morale, teacher efficacy, supportive leadership, meaningful professional development, and instructional strategies such as: explicit small group instruction, uninterrupted time spent on reading instruction, and inclusion of literacy centers are all variables that discriminate between these high and low performing schools. [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