Toward the Development of an Observation Measure of Interest and Attention for Literacy Tasks in Kindergarten Students

Autor/in	Coughlan, Kelly A.
Titel	Toward the Development of an Observation Measure of Interest and Attention for Literacy Tasks in Kindergarten Students
Quelle	(2012), (81 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Washington
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-1086-3
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Emergent Literacy; Group Discussion; Task Analysis; Eye Movements; Attention; Educational Change; Educational Legislation; Teacher Effectiveness; Observation; Student Improvement; Benchmarking; Educational Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühleseunterricht; Gruppendiskussion; Aufgabenanalyse; Augenbewegung; Aufmerksamkeit; Bildungsreform; Bildungsrecht; Schulgesetz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Beobachtung; Education; assessment; Bewertungssystem
Abstract	Kindergarten students (N = 95) in three schools and seven classrooms were observed for on-task versus off-task behavior during three literacy instruction opportunities; small group instruction, whole group instruction and the less structured library setting over the 2011-2012 school year. Students' early literacy skills were assessed before and after observations in order to determine whether students who were observed to be visually on task during literacy would have greater improvement in literacy skills over the kindergarten year. No differences in visual attention by observation of eye gaze were found between students who made low improvement, moderate improvement or high improvement over the school year. A teacher's ability to engage students is a benchmark of effectiveness under President Barack Obama's Federal Race to the Top Education Reform Initiative. Implications for use of observed student engagement as a measure of teacher classroom effectiveness and alternative strategies for gauging teacher effectiveness are discussed. [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	2020/1/01