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dc.creatorMacfarlane, Murdochen_US
dc.date.accessioned2011-10-26T08:32:06Zen_US
dc.date.accessioned2013-01-04T05:06:52Z
dc.date.available2012-10-26T08:00:00Zen_US
dc.date.available2013-01-04T05:06:52Z
dc.date.created1984en_US
dc.date.issued1984en_US
dc.date.submitted1984en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-10262011-083206en_US
dc.description.abstractThe purpose of this study was to identify Division One teacher beliefs about and usage of reading workbooks. In order to do so, a questionnaire consisting of three components was devised. The com­ponents were demographic information, two open-ended items, and 22 forced-choice statements. A four-point scale for the 22 items was developed using the following categories and numerical values: strongly agree, 4; agree, 3; disagree, 2; strongly disagree, 1. The intent was to force teachers to take definite, rather than neutral, positions in their responses. No formal statistical analysis of the data was undertaken. Instead, simple percentages were used to determine whether or not each hypothesis was accepted or rejected. Categories were identified to determine the magnitude of acceptance or rejection. The study identified the following: 1. The use of workbooks is widespread. 2. Teachers believe that workbooks are an important instructional aid in the teaching of reading. 3. Teachers believe that workbooks are the products of scientific investigations of the reading process and instructional practice. 4. Teachers believe that workbooks ensure the covering of essential reading skills. 5. Other supplementary materials are used but they play a subsidiary role to workbooks. 6. Teachers do not believe that workbooks facilitate class manage­ment in dealing with grouping procedures, or that they facilitate individualization of instruction. Suggestions for future research included an examination of the workbooks teachers in the study use, an examination of teacher approaches and practices, and an investigation of the existence of external pressures on teachers to use workbooks.en_US
dc.language.isoen_USen_US
dc.titleReading workbooks : teacher beliefs and usageen_US
thesis.degree.departmentEducational Foundationsen_US
thesis.degree.disciplineEducational Foundationsen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberFram, Ralphen_US
dc.contributor.committeeMemberGrant, Jodien_US
dc.contributor.committeeMemberRyan, Alanen_US
dc.contributor.committeeMemberVan Hesteren, Franken_US


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