ERIC Number: EJ1048466
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 68
No Need to Talk about Teaching: Examining the Effects That an Instruction and Assessment System Has on Collaborating Teachers' Discourse
Holmstrom, Kristi; Wong, Lok-Sze; Krumm, Andrew E.
Leadership and Policy in Schools, v14 n1 p104-133 2015
Raven Elementary teachers collaboratively adhered to a systematic reading program, administered frequent assessments, and their students' test scores improved over time. Our findings indicate that, though effective for improving certain outcomes, such a tightly designed and narrowly focused system created a limiting learning environment for collaborating teachers, preventing them from engaging in reflection or developing more complex instruction. In the absence of policy and resources that require and support teachers to collaboratively reflect on instruction, their rich organizational conditions could only serve as elements of a technical problem-solving system and not as resources for teachers to collectively develop their practice.
Descriptors: Teacher Collaboration, Reading Instruction, Elementary School Teachers, Reading Programs, Reading Tests, Scores, Reading Improvement, Program Effectiveness, Reflective Teaching, Problem Solving, Case Studies, Reading Achievement, Beginning Reading, Shared Resources and Services, Discourse Analysis, Educational Practices, Semi Structured Interviews, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)