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ERIC Number: ED357322
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
A Survey of Teacher's Transition from Skills to Whole Language.
Anderson, Gordon S.
A study examined the concerns, problems, and experiences when teachers change from a traditional skills classroom to a whole language classroom. Subjects, 162 of 400 K-12 teachers from several Ohio Teachers Applying Whole Language groups, responded to a questionnaire (for a return rate of 40%). Results indicated that: (1) the most important reasons for changing were that teachers had read the literature about whole language theory and had been influenced to change because they had talked with other teachers about whole language; (2) the most difficult problem teachers faced when changing was the lack of books and other materials to support the change; (3) 55% of teachers changed gradually from skills to whole language, 19% changed all at once; (4) the most frequent change reported was implementing writing workshops and/or writing journals; (5) many teachers still used basal readers because they were required to or because teachers in the district used basals; and (6) most of the support teachers received came from other teachers. Findings suggest the following guidelines for teachers' thinking about changing and/or teachers who are in the process of change: learn about whole language theory and practice before changing; anticipate the problems to be faced; recognize that change is gradual; and be aware of the need for support. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio