Agriscience Teachers' Concern Profiles for Content Area Reading Strategies

Autor/inn/en	Warner, Anna J.; Myers, Brian E.
Titel	Agriscience Teachers' Concern Profiles for Content Area Reading Strategies
Quelle	In: Journal of Agricultural Education, 52 (2011) 4, S.109-122 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
DOI	10.5032/jae.2011.04109
Schlagwörter	Content Area Reading; Profiles; Reading Strategies; Reading Ability; Professional Development; Science Teachers; Agricultural Education; Curriculum Implementation; Classroom Techniques; Teaching Methods; Questionnaires; Teacher Surveys; Mail Surveys; Instructional Effectiveness; Instructional Improvement; Teacher Improvement; Improvement Programs; Teacher Effectiveness; Likert Scales; Performance Factors; Barriers + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Charakterisierung; Profilanalyse; Reading strategy; Leselernstufe; Lesetechnik; Reading competence; Lesekompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Erhebungsinstrument; Unterrichtserfolg; Unterrichtsqualität; Effizienzsteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Likert-Skala; Leistungsindikator
Abstract	Although students today will need to rely on text more than in the past, American students are struggling to read and comprehend text. Research has supported the ability of content area reading strategies (CARS) to increase students' ability to read and comprehend text. The purpose of this research was to assess agriscience educators' implementation of CARS in their classrooms. A descriptive, census survey of 371 Florida agriscience teachers was completed using a tailored-design, web-based questionnaire. Overall, agriscience teachers' Stages of Concern profiles were non-user profiles. The researchers concluded CARS professional development programs are not meeting the needs of agriscience teachers; thus, these teachers are not progressing through the Stages of Concern and are not implementing CARS at a high level. Research should be completed to develop an Innovation Configuration which would provide a more unified vision for CARS implementation.Practitioners should develop and provide a consistent, in-depth professional development program to provide ongoing training and support of the innovation throughout a several year process. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10