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Direct linkKatlynn Dahl-Leonard; Michael P. Mesa; Colby Hall; Tricia A. Zucker – Grantee Submission, 2023
Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to…
Descriptors: Preschool Teachers, Self Efficacy, Reading Instruction, Teacher Attitudes
Katlynn Dahl-Leonard; Michael P. Mesa; Colby Hall; Tricia A. Zucker – Teachers and Teaching: Theory and Practice, 2023
Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to…
Descriptors: Preschool Teachers, Kindergarten, Self Efficacy, Reading Difficulties
Scales, Roya Qualls; Wolsey, Thomas DeVere; Young, Janet; Smetana, Linda; Grisham, Dana L.; Lenski, Susan; Dobler, Elizabeth; Yoder, Karen Kreider; Chambers, Sandra A. – Reading Psychology, 2017
This longitudinal study, framed by activity theory, examines what seven novice teachers' talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices…
Descriptors: Literacy Education, Longitudinal Studies, Beginning Teachers, Teaching Methods
