ERIC Number: ED364834
Record Type: RIE
Publication Date: 1993-Dec
Delineating and Undefining Thematic Instruction.
Bergeron, Bette S.; Rudenga, Elizabeth A.
A study, considering the needs of both classroom teachers and university-based instructors, examined how teachers delineated thematic instruction and translated that conception into practice. A total of 20 teachers, representing 17 classrooms, were observed as they implemented thematic instruction. Team-teaching was observed in two classrooms with student teachers and within a kindergarten program involving a language development specialist. The primary data source was guided interviews conducted individually with each teacher participant after the thematic unit had been completed. Ongoing analysis of the interview transcripts indicated: (1) teachers perceived there was an underlying core to the themes they implemented; (2) teachers described the activities generated from the theme core to be personal, active, integrative and purposeful; (3) teachers reported that barriers such as time constraints, curriculum demands, traditional thinking, and uncertainty obstructed and hampered their implementation of thematic instruction. Findings suggest that research and inservice training programs should be more cognizant of the uncertainties some teachers feel when faced with making instructional change, particularly within settings where traditional thinking is prevalent. (Figures representing models of teacher participants' delineation of thematic instruction and of teacher participants' perceptions of barriers to theme implementation are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (43rd, Charleston, SC, December 1-4, 1993).