{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4757"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4757","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading","abstract":"This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.","abstract_html":"This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.","abstract_has_math":false,"creators":["Moore, Bridgit R."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Sarkees-Wircenski, Michelle","Laney, James","Allen, Jeff M.","Wircenski, Jerry L.","Henson, Robin K."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05","date_published":"2005-05","updated_at":"2026-07-24T05:35:09Z","subjects":["Technical education teachers -- Attitudes.","Community college teachers -- Attitudes.","Medical teaching personnel -- Attitudes.","Reading.","teacher beliefs","aliteracy","allied health","community colleges","nursing","instructors"],"languages":["English"],"rights":["Public","Copyright","Moore, Bridgit R.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 62033079","https://digital.library.unt.edu/ark:/67531/metadc4757/","ark: ark:/67531/metadc4757"],"render_values":[{"text":"oclc: 62033079","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4757/","href":"https://digital.library.unt.edu/ark:/67531/metadc4757/","code":true},{"text":"ark: ark:/67531/metadc4757","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4757","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarkees-Wircenski, Michelle","Laney, James","Allen, Jeff M.","Wircenski, Jerry L.","Henson, Robin K."]},{"key":"dc:creator","label":"Author","values":["Moore, Bridgit R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Technical education teachers -- Attitudes.","Community college teachers -- Attitudes.","Medical teaching personnel -- Attitudes.","Reading.","teacher beliefs","aliteracy","allied health","community colleges","nursing","instructors"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Moore, Bridgit R.","Copyright is held by the author, unless otherwise noted. 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A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading"]}]}],"canonical_facts":{"dc:contributor":["Sarkees-Wircenski, Michelle","Laney, James","Allen, Jeff M.","Wircenski, Jerry L.","Henson, Robin K."],"dc:creator":["Moore, Bridgit R."],"dc:date":["2005-05"],"dc:description":["This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning."],"dc:format":["Text"],"dc:identifier":["oclc: 62033079","doi: 10.12794/metadc4757","https://digital.library.unt.edu/ark:/67531/metadc4757/","ark: ark:/67531/metadc4757"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Moore, Bridgit R.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Technical education teachers -- Attitudes.","Community college teachers -- Attitudes.","Medical teaching personnel -- Attitudes.","Reading.","teacher beliefs","aliteracy","allied health","community colleges","nursing","instructors"],"dc:title":["Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}