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ERIC Number: ED394131
Record Type: RIE
Publication Date: 1996-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Classroom Influences on the Value of Reading.
Anderman, Eric M.; And Others
A study examined changes in students' valuing of reading during middle childhood and early adolescence. The study evaluated reading teachers' instructional practices as well as students' achievement motivation. Subjects were 254 male students and 276 female students: 140 in third grade; 142 in fifth grade; and 248 in sixth grade. The sample of 54 teachers included 43 female and 11 male, with a range of full time teaching experience from 1 to 41 years, in 1990. In examining reading teachers' instructional practices, results indicated that female teachers use supplemental materials in reading and writing instruction more than do male teachers; teachers of younger students use parents as tutors more than do teachers of older students; and elementary school teachers use rewards and parents as tutors more than do middle school teachers. In examining student-level data, results indicated that females and younger children value reading more than do males and older children. Finally, student and teacher level data were combined, using hierarchial linear modeling (HLM). Findings reveal: (1) performance oriented instructional strategies and cooperative learning techniques are negatively related to gains in valuing of reading over time; (2) the relationship between self-concept of ability and valuing of reading is somewhat lower in classrooms that are ability-grouped for reading instruction; and (3) reading is valued less in middle school than in elementary school. (Contains 9 tables of data and 29 references.) (Author/CR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Hierarchical Linear Modeling
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).