NotesFAQContact Us
Search Tips
ERIC Number: ED218602
Record Type: RIE
Publication Date: 1982
Pages: 12
Abstractor: N/A
Reference Count: 0
Teacher Characteristics and Teacher Education in Reading and English Language Arts Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1982 (Vol. 42 Nos. 7 through 12).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) teacher behavior patterns during episodes of reading instruction in grades 4, 5, and 6; (2) the influence of teachers' conceptual frameworks of reading on their instructional decision making; (3) the perceptions of parents and teachers toward parent involvement in reading; (4) use of language arts instructional time by teachers with and without aides; (5) implications of a staff development program for improving the language arts achievement of urban minority youths; (6) teachers' knowledge of and attitudes toward black English and correction of dialect-related reading miscues; (7) characteristics of teacher feedback related to students' oral reading behaviors; (8) the effectiveness of a teacher training program on the achievement and attitudes of academically talented ninth grade students in reading and mathematics; (9) the reading knowledge of selected learning disabilities teachers; (10) teachers' perceptions of the principals' role and involvement in elementary reading programs and the teachers' perceptions of the work environment; and (11) teachers' anxiety levels in response to using children's literature on death in the classroom. (HTH)
Publication Type: Reference Materials - Bibliographies; Collected Works - Serials; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Theory Practice Relationship
Note: Pages may be marginally legible.