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ERIC Number: ED378555
Record Type: Non-Journal
Publication Date: 1994
Pages: 49
Abstractor: N/A
Reference Count: N/A
The Teaching Practices of Transactional-Strategies-Instruction Teachers as Revealed through Collaborative Interviewing. Reading Research Report No. 23.
El-Dinary, Pamela Beard; And Others
Over a semester, two university-based researchers worked with 12 teachers in a single school (grades 1-5) to better understand the teachers' implementation of a transactional strategies instruction curriculum. The researchers and teachers used group discussions, classroom observations, and one-to-one conversations to jointly develop structured interviews with the teachers, in an effort to understand the teachers' strategies-instruction processes. The structured interviews confirmed a large repertoire of teaching practices observed by the researchers. Many of the teaching practices were intended to scaffold students' use of strategies. The formal and informal preliminary interactions, combined with the structured interview, provided a great deal of information about the teachers' perceptions of strategies instruction. The teachers perceived strategies instruction to be demanding, with many obstacles to its effective implementation, but they were committed to it because they believed it promoted the achievement of their students. (Contains 50 references, 4 tables, and 6 figures of data.) (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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.