ERIC Number: ED191000
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
Teacher Decision Making in Reading Instruction. Research Series No. 79.
A study was conducted to provide an understanding of teacher decision making as it shaped the course of reading instruction. Specifically, through an analytical description of the patterns of teacher decision making, the study sought to identify and classify the decisions four teachers made and to describe how those decisions were reflected in their teaching. The four teachers selected taught first, second, or third grade and were solely responsible for the reading instruction in their classrooms. In addition, they used materials that allowed teacher decision making to occur. Analysis of teacher interview statements and classroom observation data revealed that teachers do make decisions and that those decisions can be classified according to preactive, interactive, and postactive or evaluative phases of teaching. Teachers made decisions concerning testing, grouping, materials, and classroom management. A close examination of the decision categories showed that teachers' major decisions concerned materials and that there was a conspicuous lack of decisions concerning instruction. The findings suggest that teacher education programs in reading instruction should not only instruct teachers how to teach reading, but how to think about it as well. (Author/FL)
Descriptors: Critical Thinking, Decision Making, Decision Making Skills, Elementary Education, Reading Instruction, Reading Material Selection, Reading Research, Teacher Behavior, Teacher Effectiveness
The Institute for Research on Teaching, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824 ($2.50)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980).