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Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi) Using Expectancy-Value Theory, Laura Slack Foley
Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi) Using Expectancy-Value Theory, Laura Slack Foley
Teacher Education and Leadership Faculty Publications
This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K–3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through a stratified-random selection of teachers) in a state in the Rocky Mountain West. Expectancy-value theory was applied as it affects self-reported levels of teacher implementation of CSI. Both expectancy and value showed significance for predicting self-reported CSI implementation in two multiple regression analyses. Surveys revealed teachers' perceptions of what impedes or supports …