Closing Reading Achievement Gaps for Middle School Students
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| Title: | Closing Reading Achievement Gaps for Middle School Students |
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| Language: | English |
| Authors: | Daugherty, Michael D. (ORCID |
| Source: | Journal of Educational Research and Practice. 2023 13(1):62-82. |
| Availability: | Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Reading Achievement, Achievement Gap, Self Efficacy, Faculty Development, Special Education Teachers, Middle School Teachers, Reading Comprehension, Reading Fluency, Correlation, Incidence, Group Behavior, Teacher Effectiveness, Teacher Role, Response to Intervention |
| ISSN: | 2167-8693 |
| Abstract: | This research examined how self-efficacy, collective efficacy, and professional development compared between core content and special education middle school teachers working with middle school students in reading comprehension and fluency. Accordingly, no statistically significant difference in teacher self-efficacy between core content and special education teachers was discovered based on the ANOVA analysis results. An analysis of professional development and collective teacher efficacy showed mixed results with a negative relationship predicted between increased professional development hours for core content teachers. A predicted positive relationship existed with the number of professional development hours increasing for special education teachers. There was no statistically significant difference between core content and special education teachers' numbers of professional development hours identified as low, medium, or high. The chi statistic showed that both populations of teachers had insufficient training. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1392569 |
| Database: | ERIC |
| Abstract: | This research examined how self-efficacy, collective efficacy, and professional development compared between core content and special education middle school teachers working with middle school students in reading comprehension and fluency. Accordingly, no statistically significant difference in teacher self-efficacy between core content and special education teachers was discovered based on the ANOVA analysis results. An analysis of professional development and collective teacher efficacy showed mixed results with a negative relationship predicted between increased professional development hours for core content teachers. A predicted positive relationship existed with the number of professional development hours increasing for special education teachers. There was no statistically significant difference between core content and special education teachers' numbers of professional development hours identified as low, medium, or high. The chi statistic showed that both populations of teachers had insufficient training. |
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| ISSN: | 2167-8693 |
