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ERIC Number: EJ1075555
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0256-8543
In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge
Griffith, Robin; Bauml, Michelle; Barksdale, Bonnie
Journal of Research in Childhood Education, v29 n4 p444-457 2015
This study provides insight into the in-the-moment teaching decisions made during reading instruction in the primary grades. Eight exemplary teachers of reading drew upon pedagogical knowledge and pedagogical content knowledge to make these in-the-moment decisions. Findings indicate the focus of teachers' in-the-moment decisions varied depending on the instructional context. Teaching decisions made during whole-group lessons tended to focus on motivation, engagement, and comprehension. In contrast, small-group lessons and individual conferences allowed for more individualized and student-specific teaching decisions by emphasizing problem-solving strategies, assessment, and word study. Small-group instruction emerged as a particularly significant context for in-the-moment teaching decisions as it allowed for more frequent in-the-moment teaching decisions than whole-group instruction or individual conferences.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A