On the Record: Exploring Reading Recovery Teachers' Reported Beliefs About and Uses of Running Records

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dc.contributor.advisorKidd, Julie K.
dc.contributor.authorCaufman, Rebecca Lynn
dc.creatorCaufman, Rebecca Lynn
dc.date.accessioned2015-02-12T02:57:37Z
dc.date.available2015-02-12T02:57:37Z
dc.date.issued2014
dc.description.abstractThe purpose of this study was to explore Reading Recovery teachers' beliefs about and uses of running records. Reading Recovery teachers were chosen as participants in this study due to their extensive training and daily use of the tool. Running records were selected as the object of this study for several reasons that include (a) usefulness in monitoring beginning reading development, (b) flexibility to use with any text, (c) complexity in analyzing the data, and (d) wide use among teachers. Although widely used, little is known about teachers' actual use of classroom assessments, including running records.
dc.format.extent207 pages
dc.identifier.urihttps://hdl.handle.net/1920/9166
dc.language.isoen
dc.rightsCopyright 2014 Rebecca Lynn Caufman
dc.subjectReading instruction
dc.subjectEarly childhood education
dc.subjectFormative assessment
dc.subjectIndividualization
dc.subjectReading Recovery
dc.subjectRunning record
dc.subjectTeacher beliefs
dc.titleOn the Record: Exploring Reading Recovery Teachers' Reported Beliefs About and Uses of Running Records
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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