ERIC Number: ED433378
Record Type: RIE
Publication Date: 1999
From the "War Room" to the Classroom: Understanding the Perceptions and Practices of a Literacy Teacher in an Urban High School Service-Learning Program.
Service learning is an innovation gaining momentum in U.S. education. A case study was conducted to learn how and why one teacher in a first-year, grant-funded service learning program, cosponsored by an inner-city school district, used literacy in the classroom. Semistructured interviews and classroom observations were used over an 8-month period to gain insight into this teacher's daily experiences in the classroom, focusing on: (1) how the teacher's personal goals influenced literacy instruction; (2) how the literacy instruction was influenced by content area curriculum goals and grant agendas; and (3) how the literacy instruction was influenced by systematic constraints. Qualitative analysis reveals that personal goals for literacy activities with real world purpose were significantly influenced by content area curriculum goals and grant goals, veering literacy instruction into more of an academic direction. Also, due to constraints imposed by the school calendar, no time was available at the beginning of the school year to assess each student's literacy background or level of literacy relative to service-learning curriculum goals and teacher expectations. These results are discussed relative to new possibilities for literacy research and teaching. (Contains 42 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A