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Theses/Dissertations

Balanced literacy

Elementary Education and Teaching

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Full-Text Articles in Education

An Elementary Perspective Of The Value-Added Model, Pat Mccoy Jan 2018

An Elementary Perspective Of The Value-Added Model, Pat Mccoy

Walden Dissertations and Doctoral Studies

In a small, rural school district in the southeastern United States, elementary school teachers were receiving positive evaluation ratings while student proficiency on state assessments was below the state average. Due to changes in federal and state laws, school personnel evaluate methods have undergone significant reform. The purpose of this study was to answer the guiding research questions of teachers and administrators perceptions toward the value-added model (VAM) of evaluation and how those perceptions affect teacher performance. Taylor's scientific management theory, which suggests examining human productivity through the lens of applied science served as the conceptual framework. Data were ...


Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall Jan 2016

Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall

Wayne State University Dissertations

Balanced Literacy Activities in Ontario JK – Grade 8

Comprehensive Literacy Classrooms:

Examining Self-Reported Frequency of Classroom Activities

By

Elizabeth Louise Pearsall

August 2015

Advisor: Dr. G. Oglan

Major: Reading, Language & Literature

Degree: Doctor of Education

The purpose of this study was to discover the Frequency of Use rates for balanced/ comprehensive literacy activities as described in 46 survey statements across the four Ontario elementary school divisions (Early Years, JK/SK; Primary Division, Grades 1, 2, & 3; Junior Division, Grades 4, 5, & 6; and Intermediate Division, Grades 7 & 8). In addition another purpose of this study was to discover any similarities or differences of sources of balanced literacy instruction information when considering teachers’ ages. The research questions were:

Q #1: To what extent are activities of balanced literacy instruction used in elementary divisions (Early Years: Junior Kindergarten & Senior Kindergarten; Primary: Grades 1, 2, & 3; Junior Grades 4, 5, & 6; and Intermediate: Grades 7 & 8)?

Q #2: To what extent do teachers in different elementary classrooms (Primary: Grade 1, 2, & 3 and Junior: Grades 4, 5, & 6) employ common balanced literacy activities?

Q#3: To what extent are the self-reported information source of balanced literacy instruction by teachers across age categories similar or dissimilar?

An email was sent out to Elementary School principals of one SW Ontario School Board asking them to forward a link to an on-line survey to the teachers on their staff. Data collection included: (1) demographic information; (2) quantifying the amount of information gained from 47 possible sources of balanced literacy instruction (None, Minimal Amount, Some Information, Substantial Information, and Does Not Apply); (3) quantifying the frequency of use of the classroom activities listed in 46 statements (Never, Rarely, Monthly ...


Teachers' Perceptions Of The Reading Achievement Gap Between High-Achieving Students And Below-Basic Students, Helen Anne Iaconelli Jan 2015

Teachers' Perceptions Of The Reading Achievement Gap Between High-Achieving Students And Below-Basic Students, Helen Anne Iaconelli

Walden Dissertations and Doctoral Studies

Atlantic Avenue Elementary School (AAES) experienced reading achievement gaps between high-performing students and below-basic students within the school reading curriculum and balanced literacy framework. Vygotsky's theories of scaffolding and zone of proximal development served as the framework guiding this project, which used a qualitative case study design to explore reading teachers' perceptions of the ways in which they were addressing this reading achievement gap. Individual interviews, classroom observations, and lesson plans were the sources of the qualitative data collected from 6 reading teachers. The data were coded manually using emerging and constant-comparative strategies to identify common themes. The themes ...