ERIC Number: ED333474
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
Teachers' Evaluations of Teaching and Learning in Literacy and Literature. Report Series 3.4.
Johnston, Peter H.; And Others
A study analyzed how teachers evaluate and keep track of students' literacy development, particularly as it relates to the reading of literature. Fifty-one teachers from a range of school contexts were interviewed for descriptions of students' literacy development, teachers' knowledge of literature, classroom literacy teaching practice and priorities, and classroom evaluation practice and priorities. Findings indicated that teachers' evaluative descriptions of students' development in literacy differed in sheer quantity of information and in the extent to which their descriptions featured students' knowledge of, and preference in, literature, and the extent of "personal" as opposed to "objective" knowledge. Furthermore, these differences were influenced by the extent of teachers' knowledge about literature and the conditions under which they taught. In general, elementary school teachers knew more about students than did high school teachers, because of sheer numbers of student charges and time spent with them. However, the descriptions of students' development given by those elementary teachers who were strictly required to use a basal reading program and under heavy threat of accountability testing, did not reflect the extent of the teachers' knowledge of literature. The language of teachers' descriptions also differed depending on whether they were describing a more or less able student. (Author/SR)
Descriptors: Classroom Research, Classroom Techniques, Educational Research, Elementary School Teachers, Elementary Secondary Education, Language Acquisition, Literature Appreciation, Secondary School Teachers, Student Evaluation, Teacher Background
Literature Center, University at Albany Ed B-9, 1400 Washington, Ave., Albany, NY 12222.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Endowment for the Arts, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Literature, Albany, NY.