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ERIC Number: ED333336
Record Type: RIE
Publication Date: 1990-Dec
Pages: 24
Abstractor: N/A
Reference Count: N/A
Structural and Social Metaphors in Reading Recovery Training.
King, James R.
A study described the theoretical, procedural, and social knowledge bases that comprise Reading Recovery as they unfolded during a year-long teacher leader training program. Subjects included seven teachers (including the researcher) enrolled in 18 hours of graduate coursework required for the year-long teacher leader training program. Data were collected for the entire duration of the training program. Fieldnotes, interview transcripts, and artifacts from the context (texts, handouts, etc) were collected, dated, and bound. A method of modified analytic induction was used to synthesize data into emergent categories. During data analysis, multiple data sources were used in an effort to triangulate any phenomenon. Results indicated that the major metaphors that permeated the training were: (1) working in a zone of proximal development; and (2) scaffolding instruction within that zone. Results also demonstrated the pervasive authority of the text in the training for teacher leader training and in the training for Reading Recovery teachers. (RS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Reading Recovery Projects; Richardson Independent School District TX; Zone of Proximal Development
Note: Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1990).