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ERIC Number: ED452505
Record Type: Non-Journal
Publication Date: 2001-Apr-14
Pages: 47
Abstractor: N/A
Reference Count: N/A
Negotiating Literacy and Literary Understanding: Three English Teachers Thinking about Their Students Reading Literature.
Hamel, Fred L.
In separate interviews, Andrew, Ellen, and Caroline, English teachers from the same high school, each pause thoughtfully when asked about how their students respond to literature. Each day, they work carefully with scores of students--organizing lessons, reading together, observing and assessing student work. A study sought to place teachers' conceptions of student understanding more firmly into the discourse of English education, particularly in discussions of teacher knowledge and teacher learning. Three questions guided the original study: (1) How do English teachers conceptualize student thinking and understanding in relation to literature? (2) What sources influence their thinking about students' literary responses? and (3) How do such conceptions of student literary understanding shape or guide instructional planning? The focus was on a limited dimension of the teachers' responses--namely how conceptions of literacy shaped teacher thinking about student literary response. Data were collected through four semi-structured interviews with each teacher and classroom observation. The three teachers showed an intense concern about student reading ability, but they held differing views of reading. Andrew's and Caroline's views reflected skills-based research models which focus on observable responses, while Ellen's concerns, which emphasize metacognitive awareness in responding to texts, echoed the cognitively-oriented research of the last 3 decades. Findings suggest that English department colleagues harbor diverse orientations toward "reading," and that such conceptions of student reading may play a significant role in instructional planning with literature--leading teachers to emphasize different modes of response in students' early encounters with literature. (Contains 6 notes and 53 references.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A