ERIC Number: ED251821
Record Type: RIE
Publication Date: 1984
Teacher Characteristics and Teacher Education in Reading and English Language Arts Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1984 (Vol. 45 Nos. 1 through 6).
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 22 titles deal with a variety of topics, including the following: (1) the role of the paraprofessional in the high school classroom; (2) the effectiveness of a staff development program in reading; (3) perceived characteristics of effective secondary level reading teachers; (4) the language attitudes of selected kindergarten through grade 12 teachers in five Arkansas communities; (5) the role of the National Council of Teachers of English in English teacher preparation; (6) the roles, responsibilities, and role conflicts of secondary school English department chairpersons in Rhode Island; (7) changes in teachers' thinking at the conclusion of an inservice reading program; (8) inservice education in the teaching of writing in North Carolina public school systems in 1981-82; (9) the pattern of decisions made by primary grade reading teachers in planning their classroom instruction; (10) the influence of first grade teachers' conceptual frameworks of reading on their students' perceptions of reading and learning to read; and (11) the accuracy of teacher self-reports about their instructional practices in word and language study. (RBW)
Descriptors: Annotated Bibliographies, Comparative Analysis, Department Heads, Doctoral Dissertations, Educational Research, Elementary Secondary Education, English Instruction, English Teacher Education, Faculty Development, Hearing Impairments, Inservice Teacher Education, Paraprofessional School Personnel, Reading Instruction, Reading Programs, Reading Teachers, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teaching Experience, Writing Instruction
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: N/A
Note: Pages may be marginally legible.