Student Perceptions of Teacher-Student Interactions as a Predictor of Reading Growth in Middle School

Autor/in	Romanelli, Paul
Titel	Student Perceptions of Teacher-Student Interactions as a Predictor of Reading Growth in Middle School
Quelle	(2019), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-6892-0
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; Teacher Student Relationship; Grade 7; Grade 8; Reading Tests; Benchmarking; English; Language Arts; Correlation; Middle School Students; Student Attitudes; Gender Differences; Teacher Leadership; Student Responsibility; Teacher Characteristics; Teaching Styles + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lesetest; English language; Englisch; Sprachkultur; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Geschlechterkonflikt; Lehrerfunktionsstelle; Lehrstil; Unterrichtsstil
Abstract	Reading proficiency is crucial to academic success across all content areas. This study takes a close look at student reading achievement over the course of one full school year and the impact that the quality of teacher-student interactions have on student reading growth at the middle school level. The middle school level students participating in the study were enrolled in Grades 7 and 8. Students were administered the Houghton Mifflin Harcourt (HMH) Reading Inventory (RI) which is a tool used to measure a student's reading ability. Approximately 500 students were administered the RI benchmark assessment at the beginning (Fall -- September/October) and end (Spring -- May/June) of the 2017-18 school year to determine their Lexile Level. After the students involved in this study completed a full year of ELA instruction, they were administered the Questionnaire on Teacher Interaction (QTI) during the Fall of the 2018-19 school year. The QTI was used to determine the rating levels associated with the interactions students had with their prior year's ELA teacher. These interactions were categorized into 8 groups based on student responses about their teacher: Leadership, Helping/Friendly, Understanding, Student Responsibility/Freedom, Uncertain, Dissatisfied, Admonishing, and Strict. A regression analysis was conducted to determine the correlation between each of these areas and student reading achievement. In addition, gender was analyzed as a variable to determine if the results differed for male and female students. Based on the results of the study, specific teacher-student interactions regarding gender can be identified that will aid in student reading growth and teachers can adjust their practice accordingly. In addition to reading, there may be implications for academic achievement in other subject areas as well. [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	2024/1/01