Journal of Research in Innovative Teaching - National University

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Table 2 Participant-Reported Teaching Experience (years) 0-5 49 (79%) 6-10 11 (18%) 11-20 1 (2%) 20+ 1 (2%) Table 3 Participant Estimates of Students Who Speak a Language Other than English as a First Language Estimated Percentage Primary Upper Total 0-20 21 (40%) 4 (21%) 25 (40%) 21-40 10 (23%) 6 (32%) 16 (26%) 41-60 3 (7%) 2 (11%) 5 (8%) 61-80 3 (7%) 2 (11%) 5 (8%) 81-100 6 (14%) 5 (26%) 11 (18%) Total 43 19 62 Table 4 Participant Estimates of Student Capacity to Complete Grade-level Homework Estimated Primary Upper Total Percentage 0-20 0 (0%) 1 (5%) 1 (2%) 21-40 5 (12%) 8 (42%) 13 (21%) 41-60 9 (21%) 3 (15%) 12 (19%) 61-80 14 (33%) 3 (15%) 17 (27%) 81-100 15 (35%) 4 (21%) 19 (31%) Total 43 19 62 Participants were asked to describe the students with whom they worked. Most teachers believed that less than 40 percent of their students spoke a language other than English as the first language (see Table 3). However, when asked to describe their perceptions of students’ capacity to complete grade-level homework, some difference between the grade bands emerged (see Table 4). While most primary grade teachers believed that the majority of students in their classes could complete grade-level homework, the distribution for upper elementary students was spread more evenly across the survey indicators. The largest group of teachers (47 percent) believed 0–40 percent of their students could complete grade-level homework. Because homework often involves a requirement to read in some form, these data help inform teachers’ choices about reading tasks they assign as work to be done in class and as homework. 105
Instrument A survey instrument was designed with 16 questions, 5 of which were written to elicit teachers’ preferences for the types of reading tasks they preferred to use in their classes. Other questions addressed demographic and student characteristics, as described above. Rank-order questions sought to highlight the types of reading activities that teachers might prefer. If respondents had been asked to choose all appropriate reading approaches, responses might not emphasize preferred techniques. Rank-ordered choices ensure that the respondents will consider each approach, giving weight to those they prefer to use. However, it cannot be inferred that choices that do not rank highly are not used or are inappropriate for the student population with whom the teacher works. Some respondents added comments to their surveys, and one kindergarten teacher noted, “I teach Kdgn [sic]. So the majority of the reading is done through read-alouds or chorally. Independent work is often done in small groups with teacher guidance.” This teacher’s comment indicates her awareness of activities that would be most appropriate for students in the grade level she teaches. Multiple-choice questions provided further insight into the rank-order choices respondents made. For example, in question 12, respondents indicated their preference, by rank order, for assigning reading tasks as homework, as a read-aloud to the whole class, as partner reading, and so on. Question 13 sought greater depth by asking a multiple choice question about the methods used for reading aloud in class (e.g., students reading aloud by taking turns, students listening to someone else reading aloud, etc.). Data Analysis The present study is exploratory and descriptive in nature, and data represent the self-perceptions of the participants regarding the instructional practices investigated. It reasonably can be assumed that teachers will present their conceptions of their own reading practices in a light they believe will be favorable. Thus, their perceptions are worthwhile indicators of how they approach instructional tasks that involve reading in their classrooms. Descriptive statistics for survey responses provide a useful indication of teachers’ practices. Though averages for the entire group of upper and primary grade teachers are presented, they are of limited utility in determining the amount of reading tasks assigned by teachers from seven grade levels (kindergarten through sixth grade). The data are more useful in predicting preferred instructional approaches. Further study exploring the preference for reading task formats and the actual amount of time spent with students engaged in those tasks would be useful for future study. Results Respondents were asked to rank their choices from among the choices presented in Table 5a. Primary grade teachers preferred to assign students to read with small groups of students, while upper elementary teachers preferred that students read with a partner. Upper grade teachers also favored silent reading in class as a reading approach. Primary teachers were more likely to ask students to reread a text or portion of text, with this as the third-ranked choice; however, this choice was fourth among upper-elementary teachers. Upper-grade teachers favored reading in small groups as their overall third choice. 106
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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