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Teacher efficacy and direct instruction in reading

by (Jennifer Latham), 1955- Davenport

Abstract (Summary)
The purpose of this study was to investigate the relationship of teachers’ sense of efficacy and SRA’s Corrective Reading, a scripted direct instruction program, and to investigate the relationship between SRA Corrective Reading and student reading achievement as measured by the reading portion of the Georgia Criterion Referenced Competency Test (CRCT). The sample included 15 reading teachers in grades 6 and 8 at a small middle school in northwest Georgia. The student sample was comprised of 128 sixth grade students and 89 eighth grade students. Two instruments, the Georgia Criterion Referenced Competency Test (CRCT) and a modified version of the Teacher Self and Organizational Efficacy Assessment (TSOEA) were utilized to collect data on the subjects. Data was analyzed using the t test for dependent means and the Pearson product-moment correlation coefficient.
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School:The University of Georgia

School Location:USA - Georgia

Source Type:Master's Thesis

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