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ERIC Number: EJ944159
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0003-1003
Highly Qualified Teacher Status and the Reading Achievement of Students with Disabilities
Robinson, Helene
American Secondary Education, v39 n3 p42-66 Sum 2011
The purpose of this study was to examine teacher qualification factors believed to affect reading achievement of students with disabilities in intensive reading classes after controlling for certain student and teacher demographics using ANCOVA. Results indicated that there was no statistically significant difference between the reading achievement of students taught by non-highly qualified teachers and the four types of highly qualified teachers using Bonferroni procedures. Several teacher demographic variables were highly correlated with a teacher's sense of feeling prepared and competent to teach reading. Additionally, as the number of students with disabilities per HQ (highly qualified), HQAP (highly qualified alternative plus), or HQP (highly qualified plus) teacher increased, student reading achievement decreased. (Contains 14 tables.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test