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ERIC Number: ED520795
Record Type: Non-Journal
Publication Date: 2010
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-3380-2
Second Grade Teachers' Literacy Instruction: Linking Beliefs to Practice
Smith, Tracy Marie
ProQuest LLC, Ed.D. Dissertation, California State University, Fresno
Teachers hold beliefs about how children best learn how to read. It is clear from the literature how beliefs are acquired, and that it is possible for beliefs to change. What is not clear is if teachers' beliefs are connected to classroom practices as they relate to teaching reading, and if legislation mandates impact instructional practices. The purpose of this study was to look at second grade teachers' beliefs about how students learn to read, examine instructional practices, and determine factors that may cause a conflict between the two. Another reason for the study was to determine if teachers' instructional practices have had an impact on relationships with their students or had an impression on their feelings toward the teaching profession. One hundred and forty two second grade teachers from four districts in the Central Valley of California served as participants. A researcher created survey in a Likert 1- 4 scale format was used to measure teachers' theoretical beliefs about reading pedagogy and practices as they relate to a behaviorist or constructivist view. An open-ended section of the survey asked if teachers were aware of a disconnect between beliefs and practices, if legislation had on impact on teacher/student relationships, and what their feelings were toward the teaching profession. Follow-up interviews were conducted with three volunteers. Demographic information regarding district, type of school, year of initial teaching, and ethnicity were also collected. There were significant differences between Reading First and non-Reading First teachers, between teachers who began teaching prior to or after 2002, and between Title I and non-Title I teachers on survey items, beliefs, and practices within the classroom. Constructivist responses from the survey were more evident with groups of teachers under less legislative mandates than those with fewer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California