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ERIC Number: ED358437
Record Type: Non-Journal
Publication Date: 1993-Apr-29
Pages: 24
Abstractor: N/A
Reference Count: N/A
In Transition toward Whole Language Instruction.
Wood, Peter; And Others
A study examined 78 experienced Northwest Ohio elementary school teachers' orientation toward whole language, teacher-made, and state-mandated tests. The teachers also described their grading policies and distributions and their attitudes toward basal readers and phonics skills. The majority (56%) labeled themselves as over 50% "whole language" in their teaching of reading and language arts. Grade level taught and years of experience did not relate to orientation toward whole language. Those with stronger orientation toward "whole language" tended to be more negative toward testing, the value of phonics skills, and the use of basal readers. Seatwork and tests appeared to dominate as sources for assignments of grades, followed by homework. Few, however, used information from portfolios as a source of grades. Most (81%) did assign A, B, C grades on report cards, but 46% reported skill levels on report cards, and 31% reported improvement grades or ratings. Major concerns focused upon: using portfolios to report to parents and other teachers; having to grade students; and learning more about whole language teaching. Few seemed to worry about the validity of their assessment procedures. (Three tables of data are included.) (Author/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