01 SES 11 C, Teachers’ Beliefs and Innovation
A case study of one English school was undertaken to explore teachers’ beliefs about the purpose of children ‘reading at home'. These beliefs were compared with both the teachers description of practices in the school designed to facilitate and encourage ‘reading at home’ and in relation to international research reporting on the major factors in influencing reading literacy achievement. The data was collected through a thematic analysis of small group semi-structured conversations with questions provided by the researcher but led by the teachers themselves. Teachers expressed beliefs about the purposes of reading at home, parental involvement and how children access text both at school and in the environment beyond school. The teachers’ own perceptions of practice in school did not consistently reflect these beliefs.
Clark, C. and Hawkins, L. (2010) Young People’s Reading: The Importance of the home environment and family support. National Literacy Trust. Fives, H. and Buehl, M. (2008) What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability, Contemporary Educational Psychology, 33 pp 134-176. Heath, S. (1982), ‘What no bedtime story means: Narrative skills at home and school,’ Language in society, 11 (1), pp 49-76. Cambridge University Press Journals Digital Archives Organisation for Economic Co-operation and Development (2002) Reading for Change: Performance and Engagement across Countries: Results from PISA 2000. Organisation for Economic Co-operation and Development (2010) PISA 2009 Results: Learning to Learn: Student Engagement, Strategies and Practices (Volume III) Organisation for Economic Co-operation and Development (2012), Let's Read Them a Story! The Parent Factor in Education. Pajares, F. (1992) ‘Teachers’ beliefs and education research: Cleaning up a messy construct,’ Review of Educational Research, 62 (3) pp 307-332. Paris, S. G. & McNaughton, S. (2010) Social and cultural influences on children’s motivation for reading. In D. Wyse, R. Andrews, & J. Hoffman (eds) Poulson, L., Avramidis, E., Fox, R., Medwell, J. and Wray, D. (2001) Theoretical beliefs of effective teachers of literacy in primary schools: an exploratory study of orientations to reading and writing. Research Papers in Education Vol 16 No 3, pp. 271-292 Taylor and Francis online Shah-Wundenberg, M., Wyse, D. and Chaplain, R. (2012) Parents helping their children learn to read: The effectiveness of paired reading and hearing reading in a developing country context Journal of Early Childhood Literacy. Sage Journals Sweet, A., Guthrie, J. and Ng, M. (1998) ‘Teacher perceptions and Student Reading Motivation,’ Journal of Educational Psychology, 90 (2), pp 210-223. Woolfolk-Hoy, A., Davis, H. and Pape, S.J. (2006) ‘Teacher knowledge and beliefs,’ in Alexander, P. and Winne, P. (eds) Handbook of Educational Psychology 2nd edition, pp 715-737. London: Lawrence Erlbaum Associates. Wray, D. & Medwell, J. (1994) ‘Student teachers and teaching reading’, Reading, 28 (3), pp, 43-45 8.13)Wray, D. & Medwell, J. (1994) ‘Student teachers and teaching reading’, Reading, 28 (3), pp, 43-45 8.13)
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