ERIC Number: ED200917
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Influences of In-Service Language Instruction on Classroom Verbal Interactions.
A three-year project conducted in 2 Indianapolis, Indiana, public elementary schools involved three phases: (1) the study of teacher, student, and school program needs in the teaching and learning of reading and writing; (2) teacher and administrator inservice education; and (3) curriculum development and implementation. The inservice component was used throughout the project to promote the development of teacher awareness of language theory during the teaching of reading in the classroom. In addition, the component was used to promote a change in the kinds of teacher-student interactions maintained during reading instruction. In reviewing videotapes and transcriptions of classroom conversations of one teacher who participated in the project, it was clear that the instructional conversations had shifted. Initially the students were the source of a message only 16% of the time and all of the responses were at the factual level and text-focused. In contrast, three years later the source of instructional conversations was shared and the students functioned as the source of a message 37% of the time. In addition, all the conversations were tied to the teacher or student, none was triggered directly by the text. (HOD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Indiana (Indianapolis)
Note: Paper presented at the Annual Meeting of the International Reading Association (26th, New Orleans, LA, April 27-May 1, 1981). Best copy available.