ORCID ID
https://orcid.org/0000-0002-4972-1410
Date Awarded
2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
Department
Education
Advisor
Margaret Constantino
Committee Member
Kristin Conradi Smith
Committee Member
Ryan McGill
Abstract
AbstractTeachers make decisions about which resources to use in their classrooms daily, including text selection for read-aloud. This impacts students in classrooms nationwide, as these decisions validate some voices and marginalize others. This study used the Q-methodology in a concurrent mixed-methods design to explore what beliefs influence decision-making as teachers in Grades 3-6 select texts to share for read-aloud and where these beliefs originated. Teacher participants identified priorities in text selection using a forced-rank Q-sort and reflected individually on their text selection process for read-aloud. Data were then analyzed using exploratory factor analysis (EFA) to delineate factor groups with similar priorities within the participant sample. These groups were interviewed to investigate commonalities more deeply and look for common origination spaces. Participants identified different priorities in text selection; texts that help students examine and stretch their own thinking were most common. The sample clustered into 4 dominant viewpoints about text selection for read-aloud: read-aloud as a curriculum tool, a relationship building tool, a pathway to explore diversity, or an invitation to school and reading. Teachers struggled to identify a single priority in their text selection process; top priorities in the Q-sort were identified, however, self-reflections revealed many other influences that affected final book choices. Teachers identified the origins of their beliefs about text selection and felt that the text selection process could change during a teacher’s career. Recommendations based on findings along with implications for policy and practice are shared in the discussion. Keywords: read-aloud, beliefs, decision making, q methodology, teachers
DOI
https://doi.org/10.21220/skqb-q068
Rights
© The Author
Recommended Citation
Core Yatzeck, Jane A., "The Stories We Choose To Share: An Application Of Q-Methodology Exploring Teachers’ Beliefs And Decision Making In Text Selection For Read-Aloud" (2021). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1638386810.
https://doi.org/10.21220/skqb-q068
