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ERIC Number: EJ1071979
Record Type: Journal
Publication Date: 2015-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0256-2928
Effects of Fit between Teachers' Instructional Beliefs and Didactical Principles of Reading Programs
Behrmann, Lars; Souvignier, Elmar
European Journal of Psychology of Education, v30 n3 p295-312 Sep 2015
A strategy-based reading promotion program was implemented over a course of 8 months in 65 classes from grades 5 to 7 (student age M?=?11.2 years, SD?=?1.0). It was investigated whether teachers flexibly adapted their pedagogical content beliefs (PCBs) on the teaching of reading according to the instructional principles of the intervention. Fifteen teachers demonstrated the assumed PCB development curves, that is, an initial increase of direct-transmissive positions followed by an increase in the endorsement of constructivist beliefs. Students of teachers whose PCBs showed this belief development pattern demonstrated significantly larger reading achievement gains than students of the other teachers. Thus, teachers' PCBs are--in principle--open to change which can turn out relevant for student achievement gains.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A