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ERIC Number: ED550720
Record Type: Non-Journal
Publication Date: 2011
Pages: 289
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5170-0
Portraits in Teaching: Characteristics of Four Teachers Who Have a Positive Impact on the Reading and Writing Achievement of Struggling First-Grade Learners
Malone-Thompson, Marsha Lynn
ProQuest LLC, Ph.D. Dissertation, Oakland University
Expert teachers create lessons designed to both support and challenge students to become strategic learners. The purpose of this multicase, qualitative study was to attempt to identify particular characteristics and behaviors shared by teachers in a one-to-one teaching situation who are able to assist difficult to teach students become able to learn and benefit from classroom instruction. Patterns of behavior identified in this study demonstrated that teacher attitudes and beliefs matter in the success of struggling young learners. Teachers, in order to be effective, must be conscious of and sensitive to their students' cultural knowledge, be reflective of their teaching, and remain flexible in their assessment of student knowledge. Expert teachers' possess a desire for personal achievement also evident in the expectations they hold for their students. The information gained from this research will be used to inform the education of pre-service, classroom, and specialized teachers of particular factors that have been demonstrated to be attainable and successful for the purposes of this study. [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: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A