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ERIC Number: ED189558
Record Type: RIE
Publication Date: 1980
Pages: 15
Abstractor: N/A
Reference Count: 0
Teacher Characteristics and Teacher Education in Reading and English Language Arts Instruction: Abstracts of Docotoral Dissertations Published in "Dissertation Abstracts International," July 1979 through June 1980 (Vol. 40 Nos. 1 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 disserations. The 19 titles deal with a variety of topics, including the following: (1) an instructional program for enhancing teachers' knowledge of resources in children's literature; (2) behaviors indicating teacher enthusiasm; (3) the "relate" process in teacher education in reading and development of guidelines for instructional decision making; (4) a course on teaching reading skills for home economics preservice teachers; (5) an instrument to determine teachers' theoretical orientation to reading instruction; (6) the relationship between teacher practices in developmental reading instruction and student achievement; (7) a comparison of more effective and less effective teachers of reading; (8) a social learning theory approach to staff development and teacher behavior, student behavior, and reading achievement; (9) qualifications needed by teachers of English; (10) teacher experience and the achievement of students in inner city schools; (11) an inservice training program on the appraisal of oral language; (12) mastery learning and the teaching of grammar to prospective English teachers; and (13) an assessment made by secondary school English teachers of their undergraduate preparation and their present needs in teaching composition. (FL)
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.
Note: Pages may be marginally legible.