Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Communication in education; Reading teachers;
Abstract
The purpose of this study was to examine communication as a variable in the relationship between classroom teachers and reading specialists. The following specific questions were addressed: (1) What is the effect of written progress notes sent by reading speciaIists to the cIassroom teachers on the classroom teachers' perceptions of the reading specialists' effectiveness, and does this effect vary by school? (2) What is the effect of written progress notes sent by the reading speciaIists to the class room teachers on the number and types of classroom teacher-initiated communications, and does this effect vary by school? Three reading specialists (al I female) and 35 classroom teachers (34 female, 1 male) from two smalI midwestern school districts participated in the study. The Reading Teacher Effectiveness Rating Scale, designed specifically for this study, was used to determine the effects of the written notes on classroom teachers' perceptions of the reading specialists' effectiveness. The rating scales were administered to the classroom teachers in this study before and after treatment, and a t test for correlated means was performed. Results indicated a statistically significant change in perception in one of the three schools. The change, however, occurred in the negative direction.
Year of Submission
1985
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Catherine Hatcher
Second Advisor
David Moore
Third Advisor
Marlene Strathe
Date Original
1985
Object Description
1 PDF file (82 leaves)
Copyright
©1985 Judy Lynn Gronemeyer
Language
en
File Format
application/pdf
Recommended Citation
Gronemeyer, Judy Lynn, "Written Communication as a Variable in the Relationship Between Classroom Teachers and Reading Specialists" (1985). Dissertations and Theses @ UNI. 2796.
https://scholarworks.uni.edu/etd/2796
Comments
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