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ERIC Number: EJ1099085
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: EISSN-1938-9809
The Impact of Collaboration in Interactive Reading Settings
Steward, Frances Ann; Hebert, Sandra; Cheek, Earl H., Jr.
Forum on Public Policy Online, v2007 n3 Sum 2007
The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams from Honduras Elementary School, Houma, Louisiana, U.S.A. then practitioners' assignments from the Western Illinois University Moline, Illinois USA reading course, "Teaching Reading in the Elementary School." In the graduate reading course, "Teaching Reading in the Elementary School," students participated in required projects, reading assignments, and interactive settings to link to concepts. Several individual and group requirements provided opportunities for personal, academic, and experiential interaction: (1) Reflective written responses, (2) Functional reading creativity, (3) Autobiographical text, and (4) Strategic teaching. The functional reading connections were analyzed quantitatively with nominal and numeric data in grouped frequency polygons.
Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Louisiana