ERIC Number: ED120674
Record Type: RIE
Publication Date: 1976
Reference Count: 0
A Study of Relationships in Teacher Proficiency.
Powell, William R.
This study investigated two questions: what relationships exist between a teacher's knowledge of reading and the teacher's ability to solve problems in reading? and What effect does teacher effort have upon teacher knowledge and the teacher's problem-solving ability in reading tasks? Three instruments (the Artley-Hardin Inventory of Teacher Knowledge of Reading, the Powell-Stoll Problems in the Teaching of Reading test, and the Blair Teacher Effort Scale in Reading) were administered to 36 reading resource teachers in a school system in North Central Florida. From the data it was concluded that the three stage model of studying teacher proficiency has merit. There is clear evidence that there is a significant relationship between the teacher's knowledge in reading and the teacher's ability to solve problems in reading. The evidence in this study indicated little relationship between knowledge and problem-solving ability with teacher effort. It was recommended that teacher education programs redefine techniques for the diagnosis and prescription of teacher proficiency. (TS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Conference on Language Arts in the Elementary School (8th, Atlanta, Georgia, March 5-7, 1976)