Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Terri Edwards

Abstract

A significant number of U.S. students are unable to read proficiently by fourth grade, and over two billion dollars are spent each year on students who repeat a grade due to reading problems. The purpose of this basic qualitative study was to examine novice elementary teachers’ perspectives of their self-efficacy in using adaptive instructional techniques to use literacy assessment data to make instructional and intervention decisions. The conceptual framework was assessment theory. The research question focused on novice elementary teachers’ perspectives of their efficacy in using adaptive instructional techniques to use literacy assessment data to make instructional and intervention decisions. A total of 10 teachers having 3 to 5 years of experience in Grades K-3 in school districts around the United States shared their perspectives in semi-structured interviews. Interview transcripts were analyzed using open and axial coding. The results included strategies that administrators, teacher educators, policymakers, and mentor teachers might use to improve novice teachers’ self-efficacy in using literacy assessment data to make instructional and intervention decisions. Through thematic analysis, three overarching themes emerged: (a) collegiate support and high-quality field experiences contributed to self-efficacy of data use for decisions, (b) reading curriculum in classrooms hindered self-efficacy when using literacy assessment data to make instructional and intervention decisions, and (c) novice teachers relied on instincts to strengthen self-efficacy when using data. Leaders may use the results of this study to inform their decisions regarding preparing preservice teachers and supporting novice teachers for high-quality literacy instruction, assessment, and intervention.

Download

Share

 
COinS