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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“
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In: 2016, 75 S. (2016)
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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Fachzeitschrift für Schulentwicklung und Schulmanagement. Bayern 38 (2015) 12, S. 337-340 (2015)
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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Zeitschrift für Schulentwicklung und Schulmanagement. Nordrhein-Westfalen 26 (2015) 11, S. 295-298 (2015)
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Sprachförderung zur Prävention von Bildungsmisserfolg
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 28-39 (2014)
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The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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Motivation for High School Students to Read:Differences among Student Perceptions and Differences between Student and Teacher Perceptions
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In: Dissertations (2011)
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Abstract:
Many high school teachers are unaware of, or mistaken about, specific strategies and practices that actually motivate their students to read, and that what motivates one group of students may not motivate another. Although content-area instructors may not have been trained in teaching reading strategy and may feel as though teaching reading is not their job, it is an expectation that could largely be met by the implementation of motivational strategies. This exploratory study utilized the expectancy theory of motivation and wasconducted to determine which strategies and practices would be most motivational for high school students to read. In a survey created by the researcher, student participants were identified as having high or low self-efficacy and high or low value of reading.Also included in the survey were 27 motivational strategies and practices garnered from previous studies and research among all age groups. Finally, an open-ended question was included to determine the most motivational strategy. Four student groups were identified (those with high and low self-efficacy as readers and those with high and low value for reading) to correspond to aspects of the expectancy theory of motivation, as were the most motivational strategies and practices for each group. Student responses were also compared to teacher responses to the same survey to determine how closely aligned the teachers were with their students in regard to motivation for reading. Data from both qualitative and quantitative analyses demonstrated that in fact there were differences in motivation to read both between high school teachers and their students and among the four designated groups of students. Significant differences between the mean scores of teachers and students were revealed in 15 of the 27 motivational strategies and practices included in the study. Among the most revealing results was that teachers seem to have underestimated their students’ willingness to read. Significant differences among the means of students in four groups were revealed in an astounding 22 of the 27 strategies and practices listed on the survey, indicating that a onesize- fits-all approach to reading motivation is not effective.
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Keyword:
Curriculum and Instruction; Education; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration; expectancy theory; Higher Education Administration; motivation in education; prediction of scholastic success; reading strategies; Secondary Education and Teaching; student engagement; student-teacher relationships
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URL: https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1003&context=diss
https://digitalcommons.wku.edu/diss/4
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Inci Dirim / Paul Mecheril (Hrsg.): Migration und Bildung. Soziologische und erziehungswissenschaftliche Schlaglichter. Münster u.a.: Waxmann 2009 (292 S.) [.] [Sammelrezension]
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In: Erziehungswissenschaftliche Revue (EWR) 9 (2010) 5 (2010)
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College Success among Students Who Reside in Different Living Environments
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In: Browse all Theses and Dissertations (2008)
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What Factors Contribute to the Success of African American Women in Science and Mathematics: Do Teaching Techniques Matter
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In: Teacher Education Faculty Proceedings & Presentations (2004)
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Recruitment and Retention of African American Males in High School Mathematics: Have We Achieved Access to the Success Stairway?
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In: Teacher Education Faculty Proceedings & Presentations (1999)
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