Value, Interest, Efficacy: Teachers' Interpretations of Participation in a Reading Fluency Intervention Study

• In Event: Roundtable Session 59
  In Roundtable Session: Teachers’ Perceptions of Teaching: Implications for Educational Policy and Reforms

Abstract

This study explores the experiences of four elementary teachers who implemented a reading fluency study in their classrooms, identifying elements they interpreted as supportive of participation. When deciding to participate in the fluency study, teachers considered the value of the topic (benefit to students), their interest in the topic, and their personal efficacy for the study requirements. Within these themes (value, interest, efficacy) teachers continually reflected on fit of the fluency curriculum for students, feasibility of enactment, and usability of the fluency curriculum. Consideration of these, along with planning to integrate and value the questioning, evaluation, and reflection teachers do, could lead to research designs that value teachers’ interests, inquiry, and interpretations within classrooms and promote rich, robust, scalable initiatives.

Author

• H. Emily Hayden, University at Buffalo - SUNY