Research has consistently demonstrated the importance of early literacy instruction, as these skills are the developmental precursors to conventional reading. In this study, 215 early childhood educators in two states responded to a survey regarding early literacy curricula and assessment. Results indicated that most teachers used either a…

Technology must be used as a teaching and learning tool to help students succeed. However, educators must be proactive in identifying some of the pitfalls of technology, such as information illiteracy. The phenomenological study covers how English instructors from Indianapolis, who teach first year students, address information literacy and the…

For decades there has been a divide between educational research and practice. Sometimes the blame is placed on teachers for not following research-based strategies or not being trained well enough to read the literature. Just as frequently the blame is placed on researchers for not (a) studying topics important to teachers, (b) writing them so…

Identifies statistical relationships between teacher morale and student achievement test scores in reading. Suggests teachers' attitudes toward classroom evaluation systems, as well as their perceptions of the functional behaviors of the principal, were the strongest predictors of students' achievements in reading. (RAE)

Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)

Examines the impact of creativity training--emphasizing experimentation, ideal development, positive interaction, and empathetic responses--upon teacher empathy and interaction with students. Concludes that after training, teachers were more open to student ideas and responses, reinforced students, allowed more experimentation, and listened to…

Determines the effects of various graduate course schedules on inservice teachers' attitudes and on the number of strategies/ideas teachers implemented into classroom instruction. Finds no significant difference among groups that met on a 3-week schedule, a 1-week schedule, or a 15-week schedule. (MG)

Concludes that elementary and secondary school teachers generally disagree with the underlying tenets of the psycholinguistic theory of reading instruction. Discusses strategies for implementing effective inservice from a psycholinguistic perspective. (FL)

Investigates Nebraska elementary school teachers' attitudes about whole language. Finds that teachers with a higher tendency to use whole language were those who felt more comfortable with whole language, had training in whole language, felt whole language should replace basal programs, and felt whole language can be used in conjunction with…

Finds that elementary teachers varied in their philosophy of teaching within each school and within each grade level across schools. (SR)

Compares teachers' attitudes toward handicapped and gifted students, finding gifted children were rated significantly more positively than were their handicapped counterparts regardless of the students' gender and/or familial background. (NH)

Survey of teacher attitudes toward reading instruction at the primary level provides several ideas for improving reading programs. (RB)

Explores the effectiveness of training in miscue analysis on teachers' perceptions of reading, accuracy in describing reading behavior, and judgments of readers' patterns of strengths. Concludes that the training was valuable. (FL)

Indicates that student teaching had little effect on the perceived relative importance of selected educational goals of kindergarten and elementary school preservice teachers exposed to a process of goal identification. (FL)

Reviews research on the accuracy with which teachers make judgments about their students' reading achievement. Shows that the average teacher is fairly accurate in this regard, though individual differences among teachers are considerable. (SR)