Literaturnachweis - Detailanzeige
| Autor/inn/en | Gersten, Russell; Baker, Scott K.; Haager, Diane; Graves, Anne W. |
|---|---|
| Titel | Exploring the Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners: An Observational Study |
| Quelle | In: Remedial & Special Education, 26 (2005) 4, S.197-206 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| Schlagwörter | Second Language Learning; English (Second Language); Reading Instruction; Teacher Effectiveness; Interrater Reliability; Test Validity; Classroom Observation Techniques; Reading Improvement |
| Abstract | The first portion of this article describes the development and validation of a classroom observation measure. The goal of the measure was to assess the quality of reading instruction provided to first-grade English learners. We report the internal consistency reliability, interrater reliability, the development of empirically derived subscales, and the criterion-related validity of the subscales. The latter was moderately high for three of the six subscales (range = .62-.65) and moderate for the three others (range = .49-.57). The second portion of this article includes a contrasted groups analysis of the four classes with the lowest and highest growth in reading. We conclude with a presentation of the major themes and issues that emerged in the qualitative field notes. (Author). |
| Anmerkungen | PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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