Qualitative and quantitative inquiry into the ...
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Qualitative and quantitative inquiry into the affective domain of preservice teachers enrolled in children's literature courses
Qualitative and quantitative inquiry into the affective domain of preservice teachers enrolled in children's literature courses
Name:Personal
Davis-Duerr, Jennifer Augusta Role :Text(marcrelator)
creator
Davis-Duerr, Jennifer Augusta Role :Text(marcrelator)
creator
Name:Personal
Opitz, Michael F Role :Text(marcrelator)
thesis advisor
Opitz, Michael F Role :Text(marcrelator)
thesis advisor
Name:Personal
Sidorkin, Alexander Role :Text
committee member
Sidorkin, Alexander Role :Text
committee member
Name:Personal
Harding-DeKam, Jennifer Role :Text
committee member
Harding-DeKam, Jennifer Role :Text
committee member
Name:Personal
Geist, Monica Role :Text
committee member
Geist, Monica Role :Text
committee member
Name:Corporate
Educational Studies Role :Text(marcrelator)
sponsor
Educational Studies Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
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text genre(marcgt)
Thesis
Origin Information
Place
:Text
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-08
2010-08
Greeley (Colo.)
University of Northern Colorado (keyDate="yes")
2010-08
2010-08
Language
:Text
English
English
Physical Description
300 pages
born digital
300 pages
born digital
abstract
Elementary teachers are in the position of inspiring young children to become lifelong readers. Some preservice teachers' do not possess a positive affective domain of reading to fill the role of an inspiring reading model in young children's lives. In this sequential explanatory mixed methods investigation, I detected and described six preservice teachers' affective domains of reading within three children's literature courses. I also described how experiences in children's literature courses contributed to preservice teachers' affective domains of reading. Mixed data collection and analyses of six preservice teachers revealed three typologies of preservice teacher readers: Confident Established Readers, Apprehensive Prospective Readers, and Striving Isolated Readers. Qualitative data collection and analyses of three children's literature instructors and the contexts of three children's literature courses resulted in findings indicating the pervasiveness of preservice teachers' affective domains of reading in these courses, and five ways instructors should address preservice teachers' affective domain of reading in literacy teacher preparation: a) investigate students' unique and complex affective domains of reading, b) act as a reading model and form relationships with all students, c) provide targeted text exposure, d) use flexible grouping to design purposeful small group activities, and e) include guided self-selected reading. note
Related Item
:series
Related Item
:thesis(displayLabel="Degree Type")
Ed.D.
Ed.D.
Related Item
:thesis(displayLabel="Degree Name")
doctoral
doctoral
identifier:Local
DavisDuerr_unco_0161D_10045.pdf
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http://hdl.handle.net/10176/cogru:1121
http://hdl.handle.net/10176/cogru:1121
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Copyright is held by the author.
Record Information
languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
EdD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
accessCondition:restrictionOnAccess
Title Information:Alternative
Subject
Subject
Affective Domain
Affective Domain
Subject
Children's Literature
Children's Literature
Subject
Mixed Methods
Mixed Methods
Subject
Preservice Teachers
Preservice Teachers
Subject
Reading Instruction
Reading Instruction
Subject
Teacher Education
Teacher Education