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ERIC Number: ED174952
Record Type: RIE
Publication Date: 1979-May
Pages: 27
Abstractor: N/A
Reference Count: 0
Teacher Conceptions of Reading and Their Influence on Instruction. Research Series No. 47.
Bawden, Robert; And Others
A survey of 857 teachers and field studies in 23 elementary classrooms during two school years provided data on whether teachers have conceptions of reading, the nature of those conceptions, how they develop over time, and the degree to which they govern the pattern of instructional decisions in reading. The results suggest seven general principles regarding teacher conceptions: teachers do have conceptions of reading, most teachers have more than one conception of reading, teachers explain their instructional decisions with categorizable statements that represent "nonreading" conceptions, some teachers possess more complex conceptions than others, teacher conceptions seem to vary in stability from teacher to teacher, a teacher's reading conception may be related to the grade level and student ability levels, and teachers modify and change their conceptions of reading and reading instruction over time. In view of these principles, the relationship between a teacher's reading beliefs and instructional decision making appears to be fluid; a teacher's conception of reading is a "free-floating" element that has little meaning until it is filtered through the teacher's nonreading conceptions and applied to specific teaching contexts. (RL)
The Institute for Research on Teaching, 252 Erickson Hall, Michigan State University, East Lansing, Michigan 48824 ($2.00)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: For related document, see CS 004 938