Attitudes, teacher strategies and achievement
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Pesquisa e Debate em Educação (Online) |
Texto Completo: | https://periodicos.ufjf.br/index.php/RPDE/article/view/31988 |
Resumo: | International evidence on the relationship between reading achievement and attitudes towards reading mostly shows a positive association between one and another. If that is the case, one could intuitively consider strategies adopted by teachers in the classroom as a way to motivate their students to read more and thus enhance their learning and boost student reading scores.This paper examines associations between students’ attitudes towards reading, instructional strategies adopted by their teachers in the classroom, and reading achievement observed for the German sample at the 2006 edition of the Progress in International Reading Literacy Study – PIRLS 2006. Using internationally recognized large scale assessment data and relevant literature, the present article tests aspects of Walberg’s model of chief productivity factors in school learning (REYNOLDS; WALBERG, 1992; WALBERG, 1981, 1986), in an attempt to draw some trends that might be useful for future research in Germany and abroad. The coming sections are structured as follows: section 2 highlights the relevant literature on student attitudes, teacher strategies and achievement, and the Walberg’s model of educational productivity; section 3 presents the hypotheses to be tested, the databased to be used and the limitations of the present study; section 4 details the adopted multilevel model, its variables and results; section 5 concludes. |
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Attitudes, teacher strategies and achievementProgress in International Reading Literacy Study – PIRLS 2006Availability of School Resources (ASR)Home-School Involvement (HSI)International evidence on the relationship between reading achievement and attitudes towards reading mostly shows a positive association between one and another. If that is the case, one could intuitively consider strategies adopted by teachers in the classroom as a way to motivate their students to read more and thus enhance their learning and boost student reading scores.This paper examines associations between students’ attitudes towards reading, instructional strategies adopted by their teachers in the classroom, and reading achievement observed for the German sample at the 2006 edition of the Progress in International Reading Literacy Study – PIRLS 2006. Using internationally recognized large scale assessment data and relevant literature, the present article tests aspects of Walberg’s model of chief productivity factors in school learning (REYNOLDS; WALBERG, 1992; WALBERG, 1981, 1986), in an attempt to draw some trends that might be useful for future research in Germany and abroad. The coming sections are structured as follows: section 2 highlights the relevant literature on student attitudes, teacher strategies and achievement, and the Walberg’s model of educational productivity; section 3 presents the hypotheses to be tested, the databased to be used and the limitations of the present study; section 4 details the adopted multilevel model, its variables and results; section 5 concludes.Centro de Políticas Públicas e Avaliação da Educação (CAEd)2020-07-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufjf.br/index.php/RPDE/article/view/31988Pesquisa e Debate em Educação; v. 4 n. 2 (2014): Gestão e avaliação; 124-1432237-94442237-9436reponame:Pesquisa e Debate em Educação (Online)instname:Universidade Federal de Juiz de Fora (UFJF)instacron:UFJFporhttps://periodicos.ufjf.br/index.php/RPDE/article/view/31988/21209Nascimento, Paulo A. Meyer M. Kilian, Britta Isaac, Kevin info:eu-repo/semantics/openAccess2020-09-07T21:02:30Zoai:periodicos.ufjf.br:article/31988Revistahttps://periodicos.ufjf.br/index.php/RPDEPUBhttps://periodicos.ufjf.br/index.php/RPDE/oaifrederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.brhttps://doi.org/10.34019/2237-94442237-94442237-9436opendoar:2023-01-12T16:09:34.182892Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF)true |
dc.title.none.fl_str_mv |
Attitudes, teacher strategies and achievement |
title |
Attitudes, teacher strategies and achievement |
spellingShingle |
Attitudes, teacher strategies and achievement Nascimento, Paulo A. Meyer M. Progress in International Reading Literacy Study – PIRLS 2006 Availability of School Resources (ASR) Home-School Involvement (HSI) |
title_short |
Attitudes, teacher strategies and achievement |
title_full |
Attitudes, teacher strategies and achievement |
title_fullStr |
Attitudes, teacher strategies and achievement |
title_full_unstemmed |
Attitudes, teacher strategies and achievement |
title_sort |
Attitudes, teacher strategies and achievement |
author |
Nascimento, Paulo A. Meyer M. |
author_facet |
Nascimento, Paulo A. Meyer M. Kilian, Britta Isaac, Kevin |
author_role |
author |
author2 |
Kilian, Britta Isaac, Kevin |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Nascimento, Paulo A. Meyer M. Kilian, Britta Isaac, Kevin |
dc.subject.por.fl_str_mv |
Progress in International Reading Literacy Study – PIRLS 2006 Availability of School Resources (ASR) Home-School Involvement (HSI) |
topic |
Progress in International Reading Literacy Study – PIRLS 2006 Availability of School Resources (ASR) Home-School Involvement (HSI) |
description |
International evidence on the relationship between reading achievement and attitudes towards reading mostly shows a positive association between one and another. If that is the case, one could intuitively consider strategies adopted by teachers in the classroom as a way to motivate their students to read more and thus enhance their learning and boost student reading scores.This paper examines associations between students’ attitudes towards reading, instructional strategies adopted by their teachers in the classroom, and reading achievement observed for the German sample at the 2006 edition of the Progress in International Reading Literacy Study – PIRLS 2006. Using internationally recognized large scale assessment data and relevant literature, the present article tests aspects of Walberg’s model of chief productivity factors in school learning (REYNOLDS; WALBERG, 1992; WALBERG, 1981, 1986), in an attempt to draw some trends that might be useful for future research in Germany and abroad. The coming sections are structured as follows: section 2 highlights the relevant literature on student attitudes, teacher strategies and achievement, and the Walberg’s model of educational productivity; section 3 presents the hypotheses to be tested, the databased to be used and the limitations of the present study; section 4 details the adopted multilevel model, its variables and results; section 5 concludes. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufjf.br/index.php/RPDE/article/view/31988 |
url |
https://periodicos.ufjf.br/index.php/RPDE/article/view/31988 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufjf.br/index.php/RPDE/article/view/31988/21209 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Políticas Públicas e Avaliação da Educação (CAEd) |
publisher.none.fl_str_mv |
Centro de Políticas Públicas e Avaliação da Educação (CAEd) |
dc.source.none.fl_str_mv |
Pesquisa e Debate em Educação; v. 4 n. 2 (2014): Gestão e avaliação; 124-143 2237-9444 2237-9436 reponame:Pesquisa e Debate em Educação (Online) instname:Universidade Federal de Juiz de Fora (UFJF) instacron:UFJF |
instname_str |
Universidade Federal de Juiz de Fora (UFJF) |
instacron_str |
UFJF |
institution |
UFJF |
reponame_str |
Pesquisa e Debate em Educação (Online) |
collection |
Pesquisa e Debate em Educação (Online) |
repository.name.fl_str_mv |
Pesquisa e Debate em Educação (Online) - Universidade Federal de Juiz de Fora (UFJF) |
repository.mail.fl_str_mv |
frederico.braida@arquitetura.ufjf.br / revista@caed.ufjf.br |
_version_ |
1797054123525275648 |