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Exploring Teacher Self-Efficacy and Best Practices of Teacher Preparation Programs to Teach the Science of Reading
No full textThis dissertation investigated the content of teacher preparation programs to assess whether they integrate the science of reading and effectively equip English Language Arts teachers to instruct children in reading. Researchers have long examined the decline in national reading scores, identifying contributing factors such as the structure and content of teacher training programs. While many reading educators undergo formal training, these programs often lack a foundation in scientific research to support effective instructional methods. A teacher\u27s confidence in teaching reading is influenced by both their preparation program and in-service training. However, many educators lack essential pedagogical knowledge and an understanding of scientifically validated teaching approaches. Consequently, students receive inadequate reading instruction, negatively affecting their literacy development. This study explored whether teacher preparation programs incorporate research-based strategies to enhance reading instruction, improve teachers’ pedagogical expertise, and ultimately strengthen student literacy outcomes.
This study employed an interpretive phenomenological approach to examine teacher preparation programs, their content, and educators\u27 perceptions of their effectiveness in teaching children to read. The researcher conducted semi-structured interviews with ten former reading teachers, recording and transcribing conversations for thematic analysis.
The analysis highlighted deficiencies in teacher preparation, primarily due to the limited availability of reading methods courses in training programs. Findings pointed to implications for applied practice in reading-focused in-service training and teacher education programs and challenges in implementing the science of reading. Additionally, the study underscored the importance of professional growth through mentorship
Beyond the Crash: Boeing\u27s 737 MAX Crisis, Corporate Governance Failures and the Imperative Need for Enhanced Oversight and Whistleblower Protections
No full textSome inequalities of a matrix and its modulus in powers acting on unit vectors
No full textGiven a square matrix, one can associate it with a variety of numerical values and properties—such as the trace, determinant, eigenvalues, and singular values (at the undergraduate level), and the numerical range (and numerical radius), matrix norms, and majorization inequalities involving eigenvalues and singular values (at the graduate level). These studies all serve a common goal: to describe and understand the matrix as thoroughly as possible. In this talk, we present several inequalities involving a matrix A and its operator modulus ∣A∣, particularly in the context of their powers acting on the unit sphere (i.e., unit vectors
