Wilcoxon signed-rank tests for pre- and post-course survey items (n = 14)
| Survey item | Pre mean | Post mean | Mean diff | Wilcoxon W | p-value | Significance |
|---|---|---|---|---|---|---|
| I have a strong understanding of how to differentiate reading instruction for all learners | 3.11 | 4.71 | +1.71 | 0.0 | 0.001 | Significant |
| I am aware of multiple reading strategies that can improve students' reading skills | 3.53 | 4.93 | +1.50 | 0.0 | 0.002 | Significant |
| I feel confident using differentiated reading strategies in my classroom | 3.42 | 4.79 | +1.43 | 0.0 | 0.003 | Significant |
| I feel prepared to integrate reading strategies into my specific content area | 3.68 | 4.86 | +1.21 | 3.5 | 0.004 | Significant |
| I know how to assess students' reading needs in my subject area | 3.74 | 4.43 | +0.79 | 3.0 | 0.018 | Significant |
| I trust that universities understand the real needs of K–12 teachers | 4.05 | 4.50 | +0.50 | 8.0 | 0.070 | Marginal |
| University–school partnerships can help improve teacher practice | 4.58 | 5.00 | +0.43 | 0.0 | 0.059 | Marginal |
| Differentiated reading instruction is essential for all teachers | 4.63 | 4.93 | +0.43 | 2.0 | 0.131 | Ns |
| Reading instruction is the responsibility of all teachers | 4.68 | 4.93 | +0.29 | 2.5 | 0.157 | Ns |
| I believe I can positively impact student outcomes through literacy instruction | 4.74 | 4.93 | +0.21 | 2.0 | 0.257 | Ns |
| I believe students benefit when all teachers support reading development | 4.79 | 4.86 | +0.14 | 5.0 | 0.480 | Ns |
| I believe the partnership will provide relevant opportunities for growth | 4.74 | 4.86 | +0.14 | 2.5 | 0.317 | Ns |
| University–school partnerships are valuable for improving instruction | 4.79 | 4.86 | +0.14 | 5.0 | 0.480 | Ns |
| I am interested in future professional development through university–school partnerships | 4.79 | 4.93 | +0.07 | 2.0 | 0.564 | Ns |
| Survey item | Pre mean | Post mean | Mean diff | Wilcoxon W | Significance | |
|---|---|---|---|---|---|---|
| I have a strong understanding of how to differentiate reading instruction for all learners | 3.11 | 4.71 | +1.71 | 0.0 | 0.001 | Significant |
| I am aware of multiple reading strategies that can improve students' reading skills | 3.53 | 4.93 | +1.50 | 0.0 | 0.002 | Significant |
| I feel confident using differentiated reading strategies in my classroom | 3.42 | 4.79 | +1.43 | 0.0 | 0.003 | Significant |
| I feel prepared to integrate reading strategies into my specific content area | 3.68 | 4.86 | +1.21 | 3.5 | 0.004 | Significant |
| I know how to assess students' reading needs in my subject area | 3.74 | 4.43 | +0.79 | 3.0 | 0.018 | Significant |
| I trust that universities understand the real needs of K–12 teachers | 4.05 | 4.50 | +0.50 | 8.0 | 0.070 | Marginal |
| University–school partnerships can help improve teacher practice | 4.58 | 5.00 | +0.43 | 0.0 | 0.059 | Marginal |
| Differentiated reading instruction is essential for all teachers | 4.63 | 4.93 | +0.43 | 2.0 | 0.131 | Ns |
| Reading instruction is the responsibility of all teachers | 4.68 | 4.93 | +0.29 | 2.5 | 0.157 | Ns |
| I believe I can positively impact student outcomes through literacy instruction | 4.74 | 4.93 | +0.21 | 2.0 | 0.257 | Ns |
| I believe students benefit when all teachers support reading development | 4.79 | 4.86 | +0.14 | 5.0 | 0.480 | Ns |
| I believe the partnership will provide relevant opportunities for growth | 4.74 | 4.86 | +0.14 | 2.5 | 0.317 | Ns |
| University–school partnerships are valuable for improving instruction | 4.79 | 4.86 | +0.14 | 5.0 | 0.480 | Ns |
| I am interested in future professional development through university–school partnerships | 4.79 | 4.93 | +0.07 | 2.0 | 0.564 | Ns |
Note(s): p < 0.05 = significant; p < 0.10 = marginal; ns = not significant
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