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ERIC Number: ED423515
Record Type: Non-Journal
Publication Date: 1998
Pages: 14
Abstractor: N/A
Reference Count: N/A
Examining the Teacher's Role while Moving toward Whole Language Beliefs and Practices.
Hudson, Shelly J.
The grassroots movement of whole language philosophies and their applications continue to be attempted by classroom teachers. However, even though educators have been provided with whole language theoretical foundations formulated through solid research conducted in the past 20 years, application into theory involves much more than traditional basal programs require. Recent research indicates it is the teacher's role which guides the philosophy's implementation and includes the reflection of personal educational experiences while questioning current or past methods of instruction. Incorporating new beliefs and practices will create tensions and produce different levels of implementation. Conclusions indicate implementing whole language philosophies involves a process that is individual and continual. Teachers should create learning environments where they can trust their students' ability to acquire knowledge through their own techniques and methods while guiding the journey. (Contains 23 references; appends an 8-item list of books to assist in the transition.) (Author/RS)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A