ERIC Number: EJ1082562
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 69
Highway to Reform: The Coupling of District Reading Policy and Instructional Practice
Woulfin, Sarah L.
Journal of Educational Change, v16 n4 p535-557 Nov 2015
This article presents findings on teachers' implementation of a reading reform in an urban school district. Findings are based in observation, interview, and document data related to 12 elementary teachers' responses to a new reading program, the Teachers College Reading and Writing Workshop. Utilizing coupling theory and the concept of routines, the paper presents a nuanced portrayal of classroom-level policy implementation. The paper depicts mini-lessons, independent reading, conferencing, and instructional materials as building blocks of the new reading program, and I expose the intensity of messaging on each of these elements. I use Qualitative Comparative Analysis to analyze teachers' routines for reading instruction and show that independent reading was a common foundational step in teachers' workshop routines. This analytic technique answers questions about the combinations of conditions resulting in mini-lesson instruction. This paper extends the research on the implementation of instructional policy and has implications for policymakers, administrators, and teachers.
Descriptors: Educational Change, Reading Instruction, Urban Schools, Observation, Interviews, Documentation, Elementary School Teachers, Teacher Attitudes, Reading Programs, Workshops, Teaching Methods, Instructional Materials, Independent Reading, Qualitative Research, Comparative Analysis, Educational Policy, Board of Education Policy
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A