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ERIC Number: ED445319
Record Type: Non-Journal
Publication Date: 1997-Aug
Pages: 163
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Investigation of Consistency between Theoretical Orientations to Reading and Planning for Reading Instruction: A Three-Year Study.
Paris, Norma Jean
The purpose of this three-year study was to investigate the participants' theoretical orientations to reading over time. By presenting an in-depth description of the thoughts and actions, as related to the research questions, of nine student teachers during their student teaching experience, and again three years later as elementary teachers, this study provided valuable insights into the degree to which a well-defined theoretical orientation to reading is internalized and how it manifests in classroom practices. The research questions that were investigated included the durability of theoretical orientations to reading, consistency between theoretical orientations and planning for reading instruction, and the identification of enabling or constraining factors that influenced consistency between theoretical orientations and planning. Results indicated that: (1) the participants' theoretical orientations to reading appeared to be internalized and the remained consistent over time; (2) theoretical orientations and daily planning for reading instruction were consistent for 2 students teachers (and inconsistent for the other 7), while after 3 years of teaching, orientations and planning were consistent for 4 participants and inconsistent for 5; (3) administrative support was considered an enabling factor in the opportunity to carry out personal beliefs about instruction; (4) use of basals and accompanying teacher guides was both an enabling and a constraining factor in planning reading instruction; and (5) participants described teaching as an exhausting profession, and at times wondered if they could continue to endure the stress. The knowledge contributed by this study has implications for such practical concerns as the development and implementation of teacher preparation programs and inservice education. Contains 42 references and 3 tables of data. Appendixes contain a permission letter and the Deford Theoretical Orientation to Reading Profile. (Author/RS)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A