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| Autor principal: | |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2005
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ965628 |
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| _version_ | 1867181528620990464 |
|---|---|
| author | Everhart, Nancy |
| author_facet | Everhart, Nancy Everhart, Nancy |
| collection | Education Resources Information Center |
| contents | A Crosscultural Inquiry into the Levels of Implementation of Accelerated Reader and Its Effect on Motivation and Extent of Reading: Perspectives from Scotland and England Everhart, Nancy Foreign Countries Reading Programs Program Implementation Student Motivation Reading Motivation Reading Attitudes Gender Differences Observation Structured Interviews Focus Groups Student Surveys Elementary School Students Secondary School Students Elementary School Teachers Secondary School Teachers School Libraries Librarians Leadership Role In this study of the Accelerated Reader (AR) program, qualitative and quantitative analyses of the relationship between the implementation of AR and student motivation and extent of reading are drawn from data collected in three schools in Scotland and England. These schools represent low (Scotland, n=53), middle (Scotland, n=40), and high (England, n=55) levels of implementation of AR. Observation, structured interviews with students and teachers, videotaped student focus groups, a student survey on self-reported reading, examination of AR artifacts, and administration of the Motivation for Reading Questionnaire are used to gather data. Major findings reveal that: motivational style interacts with gender in relation to the competitive and social aspects of the AR program; the level of program implementation does not correlate with extent of reading; and management aspects of the program are not effectively utilized. Results suggest that school library media specialists can take a leadership role in implementing the program effectively. (Contains 4 tables.) |
| format | Recurso educativo Open Access |
| id | eric_EJ965628 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2005 |
| record_format | eric |
| spellingShingle | A Crosscultural Inquiry into the Levels of Implementation of Accelerated Reader and Its Effect on Motivation and Extent of Reading: Perspectives from Scotland and England Everhart, Nancy Foreign Countries Reading Programs Program Implementation Student Motivation Reading Motivation Reading Attitudes Gender Differences Observation Structured Interviews Focus Groups Student Surveys Elementary School Students Secondary School Students Elementary School Teachers Secondary School Teachers School Libraries Librarians Leadership Role A Crosscultural Inquiry into the Levels of Implementation of Accelerated Reader and Its Effect on Motivation and Extent of Reading: Perspectives from Scotland and England Everhart, Nancy Foreign Countries Reading Programs Program Implementation Student Motivation Reading Motivation Reading Attitudes Gender Differences Observation Structured Interviews Focus Groups Student Surveys Elementary School Students Secondary School Students Elementary School Teachers Secondary School Teachers School Libraries Librarians Leadership Role In this study of the Accelerated Reader (AR) program, qualitative and quantitative analyses of the relationship between the implementation of AR and student motivation and extent of reading are drawn from data collected in three schools in Scotland and England. These schools represent low (Scotland, n=53), middle (Scotland, n=40), and high (England, n=55) levels of implementation of AR. Observation, structured interviews with students and teachers, videotaped student focus groups, a student survey on self-reported reading, examination of AR artifacts, and administration of the Motivation for Reading Questionnaire are used to gather data. Major findings reveal that: motivational style interacts with gender in relation to the competitive and social aspects of the AR program; the level of program implementation does not correlate with extent of reading; and management aspects of the program are not effectively utilized. Results suggest that school library media specialists can take a leadership role in implementing the program effectively. (Contains 4 tables.) |
| title | A Crosscultural Inquiry into the Levels of Implementation of Accelerated Reader and Its Effect on Motivation and Extent of Reading: Perspectives from Scotland and England |
| topic | Foreign Countries Reading Programs Program Implementation Student Motivation Reading Motivation Reading Attitudes Gender Differences Observation Structured Interviews Focus Groups Student Surveys Elementary School Students Secondary School Students Elementary School Teachers Secondary School Teachers School Libraries Librarians Leadership Role |
| url | https://eric.ed.gov/?id=EJ965628 |