ERIC Number: EJ1023411
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Changing the Attitudes of Pre-Service Teachers toward Content Literacy Stategies
Warren-Kring, Bonnie Z.; Warren, Grace A.
Reading Improvement, v50 n2 p75-82 Sum 2013
The purpose of this research was to study the impact of an adolescent literacy education course on content area education students' attitudes toward implementing adolescent literacy strategies within their content lessons. Longitudinal data were gathered over five years and then analyzed. The researcher documented changes in the attitudes of the education students toward implementing literacy strategies within their content areas using a pre/post format of the "Pre-service Teachers' Perception/Attitude Survey." A one-way repeated-measures ANOVA tested the effects of the semester-long experience of 250 education students over a five year period. The main effect revealed a significant impact on the post attitude mean of the attitude survey. A one-way ANOVA conducted within each of the four content areas of math, science, history and English yielded significant results pre to post. However, post-hoc tests found no significant differences among the four groups. Further investigation is being made into the actual use of literacy strategies in the classroom when the education students begin their teaching careers.
Descriptors: Attitude Change, Preservice Teachers, Literacy, Adolescent Literature, Content Area Reading, Longitudinal Studies, Reading Strategies, Pretests Posttests, Student Surveys, Tutoring, Interviews, Reading Comprehension, Student Teacher Attitudes, Student Teaching
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A