Influence of Teacher Read Aloud on Early Adolescent Empathy

Autor/in	Stermer, Erica Marie
Titel	Influence of Teacher Read Aloud on Early Adolescent Empathy
Quelle	(2023), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilkes University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1747-5
Schlagwörter	Hochschulschrift; Dissertation; Reading Aloud to Others; Fiction; Early Adolescents; Empathy; Grade 7; Program Effectiveness; Gender Differences; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fiktion; Empathie; School year 07; 7. Schuljahr; Schuljahr 07; Geschlechterkonflikt
Abstract	The purpose of this quasi-experimental posttest only nonequivalent comparison-group study was to examine the influence of teacher read aloud using narrative fiction on early adolescent empathy. Participants (n = 151) were seventh-grade students in one suburban Pennsylvania public school district. Experimental participants (n = 82) were exposed to a 21-day teacher read aloud of a narrative fiction chapter book. Comparison participants (n = 69) followed their school's traditional curriculum without read aloud of narrative fiction. Posttest data were collected using Jolliffe and Farrington's (2006) Basic Empathy Scale which measured affective and cognitive empathy. Descriptive data indicated higher empathy among experimental participants as compared to comparison participants. Inferential data analysis revealed that read aloud of narrative fiction did not have a statistically significant influence of self-reported early adolescent empathy. However, gender as a covariate was found to have a significant difference in self-reported affective empathy. Despite acceptance of null hypotheses, results of this study provide practical implications for educators and guide recommendations for practice and future research. [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