Teachers' beliefs on best practices in literacy instruction

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dc.contributor.authorFuentes, Rosemary
dc.contributor.committeeChairFannin, Ron
dc.contributor.committeeMemberMarshall, David, Ph. D.
dc.contributor.committeeMemberJennings, Glen
dc.date.accessioned2019-06-24T13:34:50Z
dc.date.available2019-06-24T13:34:50Z
dc.date.issued2008-12
dc.description.abstractThe purpose of this study was to examine the relationship between teachers' belief types and best practices in literacy instruction. Teachers' beliefs and practices have a profound impact on the implementation of literacy instruction (DeFord, 1979; Haste & Burke, 1977; Nespor, 1987) and student reading outcomes (Richardson, Andres, Tidwell, & Lloyd, 1991). Online self-administered surveys were used to collect data from teachers. The sample included a total of 136 elementary teachers in this quantitative study. The researcher used simple random sampling to select elementary schools for this study. In addition, snowball sampling was used to target a larger population. Two types of instruments were used in this study. The instruments included a Literacy Orientation Survey (LOS) and two Instructional Practices Checklists. A total of three statistical tests: ANOVA, MANOVA, and Multiple Regression were conducted to find correlations. Results indicated there was a relationship between teachers' belief types and their literacy instruction. This study can be used to evaluate teachers' belief types and the implementation of literacy instruction.en_US
dc.identifier.urihttps://hdl.handle.net/11274/11464
dc.language.isoen_USen_US
dc.subjectEducationen_US
dc.subjectBest practicesen_US
dc.subjectLiteracy instructionen_US
dc.subjectTeacher beliefsen_US
dc.titleTeachers' beliefs on best practices in literacy instructionen_US
dc.typeDissertationen_US
thesis.degree.departmentProfessional Educationen_US
thesis.degree.disciplineChild Development
thesis.degree.grantorTexas Woman's Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US

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