Teachers’ reading promotion activities: variation, structure and correlates
Teachers’ reading promotion activities: variation, structure and correlates
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教师阅读推广活动：变异、结构和关联
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
K. D. Glopper
中科院分区：
文献类型：
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作者：
Marlon Ruwette;E. Schooten;K. D. Glopper
本研究的目的是确定在荷兰的五，六年级的阅读促进活动的不同形式的教师进行，以及是否不同形式的阅读促进活动是单独进行或集群到有意义的类别的阅读促进行为。对194名教师进行了问卷调查，并使用主成分分析（PCA）对数据进行了分析。基于主成分分析的结果，可以区分出13种不同类型的阅读推广行为。具体的教师和班级特点与教师开展的不同类型的阅读促进活动有关。教师们似乎主要集中在促进小说文本的阅读上。自由阅读是最常见的，老师经常在课堂上使用漫画和短篇小说。大多数日常活动需要很少或根本没有准备。相关性很小，但确实表明，当班上女生比男生多时，教师会采取更多不同形式的阅读促进活动。此外，女生较多的班级开展更多关于新媒体和非小说类的活动。
The purpose of this study is to determine which different forms of reading promotion activities teachers perform in fifth and sixth grade in The Netherlands and whether different forms of reading promotion activities are acted out independently or cluster into meaningful categories of reading promotion behavior. A survey was administered to 194 teachers and data was analyzed using Principal Component Analyses (PCA). Based on the results of the PCA thirteen different types of reading promotion behavior can be distinguished. Specific teacher and class characteristics are connected with the different types of reading promotion activities teachers perform. Teachers seem to be mainly focusing on promoting the reading of fictional texts. Free reading happens most often, and teachers frequently use comics and short stories in class. Most daily activities take little or no preparation. Correlations are small but do suggest that teachers act out more different forms of reading promotion activities when there are more girls are in class than boys. Also, classes with more girls act out more activities concerning new media and nonfiction.