The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south-eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self-efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.

/pdf/exploring-chinese-efl-teachers-knowledge-and-beliefs-2dpfu6hnra.pdf

Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China

Background: Cardiopulmonary resuscitation (CPR) and early defibrillation are the most common procedures performed by nurses as the first responders to cardiac arrest patients in the hospital setting. Therefore, nurses are demanded to have high skills for effective performance. Self-efficacy and knowledge are considered significant factors affecting early initiation of CPR and automated defibrillation. However, previous studies mostly focused on nursing students instead of frontline nurses.
Objective: This research aimed to assess the relationship between nurses’ knowledge and self-efficacy regarding the early initiation of CPR and automated defibrillation of cardiac arrest patients.
Methods: The study employed a cross-sectional, descriptive, correlational survey. Using convenience sampling, two hundred eighty-seven nurses working in critical areas and inpatient and outpatient departments, King Abdulaziz University Hospital (KAUH), Saudi Arabia, were selected. Resuscitation Knowledge and Self-Efficacy Scales were used for data collection (using Google Form) from November 2020 to January 2021. Descriptive statistics and Pearson correlation were used for data analysis.
Results: Overall, 61.3% of participants had moderate knowledge (13.659 ± 2.175), and 63.8% had high self-efficacy (44.627 ± 58.397). The highest domain of self-efficacy was responding and rescuing, while the lowest domain was debriefing and recording. There was a significant positive relationship between knowledge and self-efficacy (p <0.001; r = 0.207).
Conclusion: The positive relationship explained a high level of self-efficacy if there was a high level of knowledge. Thus, it is recommended that nursing programs apply CPR and automated defibrillation curricula during nurses’ internships, clear policies and procedures about CPR and automated defibrillation, continual updates about CPR and automated defibrillation, and knowledge and continuance training (on-job-training) about CPR and automated defibrillation, which can enhance and improve knowledge and self-efficacy among health care workers, especially for nurses.

https://belitungraya.org/BRP/index.php/bnj/article/download/1670/429

The relationship between knowledge and self-efficacy of nurses regarding early initiation of cardiopulmonary resuscitation and automated defibrillation in Saudi Arabia

Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma by Christina Lombardi MA, Walden University, 2014 BS, Westfield State University, 1990 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Early Childhood Education Walden University December 2019 Abstract In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers’ perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments forIn the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers’ perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura’s theory of selfefficacy, the purpose of this basic qualitative study was to explore how teachers’ perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. In-depth interviews were used to collect data from 10 preschool teachers from a southern state who had varying teaching experience, degrees, and preparation experiences. The continuous data analysis process included organizing the data, reflecting on meaning, and identifying and coding key words and themes to answer the research questions. Results indicated that teacher preparation experiences influenced the participants’ teaching strategies and the creation of supportive environments. However, the results also suggested a need for more content specific teacher preparation experiences. Potential social implications of this study include (a) improving teacher preparation opportunities, (b) an increase in teacher self-efficacy, (c) an increase in child development outcomes, and (d) adding to the current literature on teacher preparation and childhood trauma. Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma by Christina Lombardi MA, Walden University, 2014 BS, Westfield State University, 1990 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Early Childhood Education Walden University December 2019 Dedication I dedicate this research to my husband Scott, my parents Jeanne and John Lombardi, my English bulldogs Brooklyn and Boston, my family, friends, and colleagues who all provided me with support and inspiration throughout my journey, as well as my grandparents and Uncle Anthony who provided guidance and support from above. Acknowledgments I would like to acknowledge my husband Scott who was always there to support and encourage me, even if it meant long hours alone so I could write. To my parents Jeanne and John, thank you so much for always believing in me and supporting me not only with my journey, but throughout my entire life. To Dr. Darragh Callahan, my first chair, who started me out on my journey. Thanks so much for your words of wisdom, guidance, and encouragement. I am most appreciative for my Chair, Dr. Longo’s strong dedication and continual support, advice, wisdom, and kind words that enabled me to push through this journey with confidence and feelings of accomplishment. I am also thankful for the advice and support from Dr. Edwards and Dr. Hyder. Finally, I would also like to thank all of my family and friends who believed in me, supporting and pushing me to persevere through my journey with success.

/pdf/early-childhood-teacher-perspectives-regarding-preparedness-3b292lwtam.pdf

Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma

Background In many educational systems internationally, promoting reading for pleasure (RfP) is embedded within curricula and practice. Primary school teachers regularly and routinely engage in activities designed to encourage and sustain children’s reading enjoyment. However, what are children’s perspectives and experiences of these different practices?Purpose This study sought to: (i) identify relevant research aligned with common classroom RfP practices and (ii) understand children’s perspectives and experiences of these.Methods For (i), a literature review was undertaken to identify research relevant to RfP practices. For (ii), a total of 59 children (51% female) aged 8–11 from four demographically diverse UK schools (2 in Scotland, 2 in England) participated in individual or small group interviews, depending on their preference, to discuss their RfP perspectives and experiences. Data were analysed qualitatively.Findings The analysis indicated the diversity of children’s perspectives and experiences of RfP practices. It allowed exploration of a range of experiences in relation to independent reading, teacher read-alouds, book-talk, reading diaries, quality of book provision, use of technology, annual events and the use of rewards.Conclusions This study provides insight into children’s perspectives and experiences in relation to common classroom practices designed to promote RfP. It points to the need for more research to support teachers’ understanding of the effectiveness of these different practices, and the ways in which they can be enacted to optimise children’s reading experiences and outcomes. Indeed, it draws attention to a disconnect between classroom practice and academic research, raising important issues around classroom practice informing research priorities. 

Reading for pleasure practices in school: children’s perspectives and experiences

Significant discrepancies in reading comprehension rates exist for students with disabilities compared to their grade appropriate peers. Educational neuroscientists suggest that identifying breakdowns in the cognitive processes required for reading comprehension and applying specialized strategies have significant implications for improving the reading proficiency of students with working memory deficits. Despite the availability and implications of educational neuroscience, a significant gap between theory and classroom practice exists. The purpose of this explanatory sequential mixed methods research study was to examine special education teachers’ self-efficacy regarding their ability to increase the reading comprehension of students with working memory deficits. The quantitative phase, an online survey, was completed by 23 out of 40 targeted special education teachers providing reading instruction in a rural, west central Georgia school district. The qualitative phase, a questionnaire and semi-structured interviews, was completed by 7 of the 23 quantitative phase participants. Quantitative results indicated that participants generally rated themselves as prepared and confident regarding these concepts; however, qualitative results revealed parameters to selfconfidence and a lack of preparation regarding specialized instructional strategies addressing cognitive deficits. The implications for this study included improving the reading comprehension rates of students with disabilities by providing special education teachers pre-service and in-service training regarding cognitively-focused instruction, reading comprehension, and specialized instructional strategies for students with working memory deficits. Recommendations for targeted professional learning are provided.

Special Education Teachers' Self-Efficacy Regarding Improving the Reading Comprehension of Students with Working Memory Deficits

This research investigates relationships between prospective teachers' self-efficacy of literacy instruction and their growing knowledge of literacy essentials. An instrument was used that is one part self-ratings of confidence levels in teaching specific literacy skills and one part assessment of literacy knowledge required to teach those skills. The survey was given three times over the course of 16-months to 70 prospective teachers. Results indicate that self-efficacy scores and knowledge scores significantly increase over time concurrently but without any predictive power of each other. Findings support Bandura's [1] self-efficacy theory.

/pdf/relationship-of-self-efficacy-and-teacher-knowledge-for-x16jm00vxy.pdf

Relationship of Self-efficacy and Teacher Knowledge for Prospective Elementary Education Teachers

Teaching children how to read is only one part of a reading teacher’s job. Inspiring children to value reading is also essential. Prior research has documented the importance of motivation for literacy development (Baker, Afflerbach, & Reinking, 1996; Baker, Dreher, & Guthrie, 2000; Niemiec & Ryan, 2009; Ryan & Deci, 2002; Wigfield et al., 2015). Gambrell and Marinak (2009) refer to reading motivation as a key element in reading instruction and emphasize the importance of fostering the love of reading in teaching. Teachers who are successful at teaching both the skill and love of reading provide a foundation for lifetime reading (Wigfield & Guthrie, 1997). Past research has shown that when motivation declines, reading scores typically do too. When students have little motivation to read, they read less, spend less time with texts, and are slower to develop early skills such as decoding and fluency. Conversely, students who read often become more proficient readers and thereby read more. This cycle is referred to in research as the Matthew Effect: a biblical reference from Matthew 25, indicating that “the rich get richer and the poor get poorer” (Stanovich, 1986). Teachers play an important role in preventing this decline and promoting student motivation for reading. Over the past 25 years, experts have defined several principles and practices that promote reading motivation (Fox, 2014; Gambrell, 2011; Gambrell & Marinak, 1997; Turner & Paris, 1995). Sharp, Brandt, and Gardner (2016) synthesized existing research on reading motivation and coined their own updated list of motivational principles, calling them the Salient Seven:

Examination of Teacher Practices on Student Motivation for Reading

This quasi-experimental study aimed to examine content-area literacy instruction in comparison to a science-infused literacy instruction (SILI) to determine how these two approaches influenced 2nd grade students’ ability to read and write science informational text and the students’ attitude and motivation towards reading. After professional development, five teachers taught their classes twelve thematic lessons designed using either the content-area literacy (N = 37) or the SILI (N = 40) instruction to 2nd grade students. Teachers in both groups implemented thematic lessons that taught the life cycle of plants and included interactive read-alouds, graphic organizers, watching time lapse videos of plant growth, and reading digital texts independently and in small groups to support students in building the content knowledge and vocabulary necessary to write science informational texts. Students in the SILI group also participated in hands-on science activities including planting seeds and documenting plant growth, exploring the parts of a live basil plant, and taking walks outdoors to observe plants at various stages of the plant life cycle. Lessons took place over four weeks to assist students in acquiring science content knowledge so as to transfer this knowledge into science informational texts and to determine the influence of both instructional approaches on reading comprehension and reading attitude and motivation. Findings resulted in the content-area literacy instruction producing higher and statistically significant reading comprehension and writing rubric scores than the SILI group with medium effect sizes reported. The SILI group produced higher reading attitude and motivation scores, but these results were not statistically significant. Implications for both early childhood science and literacy classroom instruction as well as multiple implications for future research are discussed. 

Examining the Effects of Integrated Science and Literacy Instruction on Second Graders’ Reading Comprehension, Reading Motivation, and Ability to Write Science Informational Texts

Research shows a general declining trend in reading motivation as students progress through their schooling experience. This qualitative study examines how adjusting practices of rewarding reading can improve reading motivation among students. Teachers are trained in the principles of motivation and introduced to the proximal reward theory (Gambrell, 1996). They are then challenged to come up with ideas for proximal rewards and implement them appropriately for their classrooms, replacing prior incentives of food and prizes. Qualitative data are collected through classroom observations, interviews, and teacher journaling. Outcomes showed teachers' ability to plan and implement appropriate approximal rewards increased as did the teachers' confidence in their effectiveness, while students also increased in motivation for reading tasks.

Providing Proximal Rewards: Rethinking Reading Rewards and Motivation

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Relationship of Self-efficacy and Teacher Knowledge for Prospective Elementary Education Teachers

Examination of Teacher Practices on Student Motivation for Reading

Examining the Effects of Integrated Science and Literacy Instruction on Second Graders’ Reading Comprehension, Reading Motivation, and Ability to Write Science Informational Texts

Providing Proximal Rewards: Rethinking Reading Rewards and Motivation