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ERIC Number: ED418381
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 43
Abstractor: N/A
Reference Count: N/A
A Qualitative Investigation of the Use of Graphic Organizers.
Culbert, Elizabeth; Flood, Michelle; Windler, Rachel; Work, Debra
A study investigated the use of graphic organizers in classrooms--specifically examined was the use of graphic organizers as visual and organizational tools to facilitate student comprehension of expository text. Subjects consisted of 107 kindergarten through eighth-grade teachers (both regular and special educators) teaching in rural and urban districts in western New York. For organizational purposes, subjects were grouped into three categories: primary (K-2); intermediate (3-5); and middle (6-8). Teachers were surveyed regarding the use of graphic organizers; more in-depth interviews were conducted with six teachers. Findings of both the survey and the interview show that many teachers do not grade their students' graphic organizers. Teachers do find that graphic organizers improve their presentation of materials; 90.2% of respondents indicated that their instruction was improved through the use of graphic organizers. Based on the survey and interview results, graphic organizers are being used in many classrooms, across grade levels, to facilitate the learning of expository text. Results also indicated that most teachers complete graphic organizers with their students, instead of completing them alone and presenting them to the students. Teachers feel that use of graphic organizers increases student comprehension of text, and that students were more engaged in learning when they participated in the completion of graphic organizers. Graphic organizers most commonly employed used shapes to provide a visual representation of the main points presented in the expository text. (Contains 30 references; appendixes present survey and interview sample forms and also survey and interview results and data tables.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York