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ERIC Number: ED212996
Record Type: Non-Journal
Publication Date: 1981-Aug
Pages: 63
Abstractor: N/A
Reference Count: N/A
Two Styles of Direct Instruction in Teaching Second-Grade Reading and Language Arts: A Descriptive Study.
Duffy, Gerald G.; And Others
The term "direct instruction" is often used by researchers and educators as if there were consensus regarding its meaning, when in fact, it covers a variety of qualitative differences. To test this hypothesis, two second grade teachers, each categorized as a proponent of direct instruction, were studied using descriptive techniques. The first teacher, a regular classroom teacher, had taught for 7 years, was a leader of a second-grade teaching team, was completing a masters degree, welcomed professional growth opportunities, and aspired to be a leader in staff development. The second teacher was a professor and researcher of reading instruction who had previously taught in elementary schools. Each teacher was observed daily for 7 days, interviewed twice, and maintained a daily journal about his or her teaching. These data were used to compile case studies of the two teachers. Analysis of the data revealed that, while both teachers were superficially similar in terms of professional concern, management, grouping, and treatment of high and low reading groups, they were quite different in their conception of instructional role, response to mandates, and use of commercial materials. The findings support the hypothesis that the term direct instruction can mean many things. (Appendixes contain the case studies of the two teachers.) (FL)
The Institute for Research on Teaching, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824 ($4.25).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC. Teaching and Learning Program.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.