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ERIC Number: EJ811779
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1938-8071
These Kids Just Aren't Motivated to Read: The Influence of Preservice Teachers' Beliefs on Their Expectations, Instruction, and Evaluation of Struggling Readers
Scharlach, Tabatha Dobson
Literacy Research and Instruction, v47 n3 p158-173 2008
This qualitative case study examined the beliefs of preservice teachers about teaching struggling readers. The study was concerned with participants' beliefs in the context of tutoring struggling readers in order to discover how these beliefs influenced the preservice teachers' expectations, instruction, and evaluations of these learners. The findings from this multiple case study suggest that preservice teachers may not believe they are capable of or responsible for teaching all of their students to read. The preservice teacher beliefs about teacher efficacy and responsibility influenced many teaching behaviors in the current study. (Contains 9 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A