ERIC Number: ED362853
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Teachers' First Year of Transactional Strategies Instruction. Reading Research Report No. 5.
El-Dinary, Pamela Beard; Schuder, Ted
Two studies examined seven teachers' acceptance of a strategies-based approach to reading instruction during their first year of using the intervention. Interviews and observations revealed that the intervention, a long-term transactional strategies instruction program called SAIL (Students Achieving Independent Learning), was fully acceptable to only two of the seven teachers. Issues that influenced acceptability included professional development support and teacher choice. Recommendations that could lead to greater acceptance of transactional strategies instruction by teachers using it for the first time are offered. Briefly, teachers need: several years of professional development; a safe, supportive school environment; explanations and modeling of what good strategy teachers do; and encouragement and support from program developers. (Two tables of data are included and 14 questionnaire items relevant to acceptability are appended. Contains 61 references.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.