ERIC Number: ED405592
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Access Denied: A Five-Year Study of Literacy Instruction Provided to Poor, Urban Elementary Children. Report Series 2.30.
Guice, Sherry; Brooks, Gregory W.
A study, part of a 5-year investigation (1991-1995) of patterns of implementation of literature-based instruction in schools serving large numbers of children from low-income families, recounts children's literacy experiences as observed in a third-grade classroom in an urban school in upstate New York. The primary goal was to understand the various factors influencing literacy instruction in several such schools. During the course of the study, teachers participated on two levels: on the first level, brief teacher interviews and classroom observations were conducted to assess various factors concerning literacy instruction, such as type/quantity of books in the classroom library, planning for literature instruction, and evaluation of literary knowledge; on the second level, 4 of the 11 teachers volunteered to serve as teacher collaborators during all 5 years of the project. Collaborators were involved in extensive formal and informal interviews, focus group meetings, classroom observations, and collaborative teaching units with the researchers. Data were analyzed both quantitatively and qualitatively to describe the nature of literacy instruction the course of the study. Analysis tried to make sense of the representative third-grade teacher's instruction by exploring the constructs which underpinned her notions about teaching, learning, and work. Results fall into five categories: (1) focus on personal life, (2) perceptions of children, (3) curricular influences, (4) perspectives on change, and (5) school and district context factors. (Contains 12 tables, one figure, and 62 references. Attached are library worksheets, a classroom literacy inventory protocol, and a student observation instrument.) (NKA)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.
Identifiers - Location: New York