Guided reading: a study in teacher self-efficacy and preparedness

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dc.contributor.advisorValadez, Corinne
dc.contributor.authorRowan Christensen, Rosalynn Sarah
dc.contributor.committeeMemberPletcher, Bethanie
dc.contributor.committeeMemberYoung, Chase
dc.contributor.committeeMemberSanders, Jana
dc.date.accessioned2018-02-06T20:31:34Z
dc.date.available2018-02-06T20:31:34Z
dc.date.issued2017-08
dc.description.abstractPrevious research has focused on a variety of aspects of guided reading instruction (Tobin & McInnes, 2008; Williams, 2010; Frey & Fisher, 2010; Johnson & Keier, 2010). However, re-search that examines the instruction of guided reading with relation to novice teachers’ sense of self-efficacy is missing from the literature. This qualitative study provides researchers and practitioners with an opportunity to explore the preparation teachers undergo before teaching guided reading, teaching methods used during reading instruction, and the degree of efficacy teachers feel about their preparation and teaching practices. This study took place in a district located in Region 2, as identified by the Educational Service Center, of the Coastal Bend of Texas (2015). This district is 3A and placed in a rural community, surrounded by a small town. The findings revealed that novice teachers’ self-efficacy and preparedness in the instruction of guided reading varied greatly. All three novice teachers had varying senses of self-efficacy and all teachers utilized various resources from Bandura’s (1977) Self-efficacy Theory. Additionally, all three teachers drew from varying Social Learning Theories (Bandura, 1971) which influenced their teaching. Finally, Rotter’s (1966, 1990) Locus of Control was used to explain teacher’s senses of self-efficacy. The results of this study have implications for researchers and instructors of guided reading, administrators, novice teachers, and established teachers. This study also has implications for clinical teacher preparation programs. Additionally, this research shares information that can be used to further literacy instruction including, but not limited to, how teachers utilize classroom resources and training.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent165 pagesen_US
dc.identifier.urihttp://hdl.handle.net/1969.6/19203
dc.language.isoen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectguided readingen_US
dc.subjectlocus of controlen_US
dc.subjectself-efficacyen_US
dc.subjectsocial learning theoryen_US
dc.titleGuided reading: a study in teacher self-efficacy and preparednessen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineCurriculum & Instructionen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US

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