ERIC Number: ED337747
Record Type: RIE
Publication Date: 1990-Dec
The Enactment of Literacy in High School Biology Classrooms: Two Case Studies.
Lloyd, Carol V.
As part of a larger examination of teaching and learning within the social context of high school biology classrooms, a case study examined the enactment of literacy events as social processes in two high school biology classrooms. Two veteran high school biology teachers in an urban high school used identical first-year biology textbooks and basic curricula. The teachers differed drastically in their beliefs and behaviors concerning science instruction. Students of the first teacher were 10th to 12th graders taking their first science course, while students of the other teacher were all 9th graders and likely to continue with other science classes in high school. Data collection occurred over a 7-week period and included field notes of observations of teacher behavior, audiotapes of classroom talk, students' verbal and nonverbal behaviors, and formal and informal interviews with students. Results indicated that: (1) teachers' beliefs about teaching and learning science were the driving force in the classrooms, not the textbook; (2) reading was enacted differently in the classrooms; (3) teachers' beliefs about the relationship between learning and writing affected the types of writing tasks students engaged in; (4) the nature of the interactions as well as the types of tasks in each classroom defined the nature of learning; and (5) the culture of each classroom demonstrated the influence and beliefs of the participants. Findings suggest that students in the two classroom contexts were gaining access to very different types of literacies. (Sixteen references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1990).