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ERIC Number: ED262412
Record Type: RIE
Publication Date: 1985
Pages: 17
Abstractor: N/A
Reference Count: 0
New Methods, Old Theories, and Teacher Education: Some Observations of Writing in a Third Grade Classroom.
Ray, Karen J.; And Others
An observational study was conducted of a third grade teacher as she changed her classroom practices to reflect the changes in her theory of writing instruction which were prompted by a graduate course. One of the three researchers was primarily responsible for observing the class on a regular basis during the scheduled writing time. A second researcher provided classroom demonstrations and also helped with analyzing the data and interpreting what was going on in the classroom, while the third researcher served as a sounding board for the other two researchers. At the conclusion of the study, the researchers realized that the teacher had not implemented changes in her theory of writing instruction. She had found it hard to give up control of topic selection, publishing decisions, and discussions among students during peer revision. As teacher educators, the researchers knew there could be no change in the classroom unless there were a real change in the teacher's theory. Their experience forced the researchers to ask themselves how much they knew about the process whereby an individual teacher abandons a theory and adopts either a modification of the original or an entirely new theory. Kuhn's analysis of scientific revolution may be helpful: if an individual abandoning one theory in favor of another may be seen as a microcosm of paradigm shifts taking place across an entire scientific field, and his work may well lead others in fruitful directions. (DF)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A