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Closing Reading Achievement Gaps for Middle School Students

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Title: Closing Reading Achievement Gaps for Middle School Students
Language: English
Authors: Daugherty, Michael D. (ORCID 0000-0002-1031-5917)
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
FullText Text:
  Availability: 0
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  Data: Closing Reading Achievement Gaps for Middle School Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Daugherty%2C+Michael+D%2E%22">Daugherty, Michael D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1031-5917">0000-0002-1031-5917</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Research+and+Practice%22"><i>Journal of Educational Research and Practice</i></searchLink>. 2023 13(1):62-82.
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  Data: 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
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  Data: Y
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  Data: 21
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Behavior%22">Group Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink>
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  Data: 2167-8693
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  Data: 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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  Data: 2023
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  Data: EJ1392569
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 62
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Incidence
        Type: general
      – SubjectFull: Group Behavior
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Response to Intervention
        Type: general
    Titles:
      – TitleFull: Closing Reading Achievement Gaps for Middle School Students
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              Y: 2023
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