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ERIC Number: EJ949920
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0950-0782
First-Grade Teachers' Perception and Implementation of a Semi-Scripted Reading Curriculum
Ainsworth, Mary Taylor; Ortlieb, Evan; Cheek, Earl H., Jr.; Pate, Roberta Simnacher; Fetters, Carol
Language and Education, v26 n1 p77-90 2012
A teacher's role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers' perception and implementation of a state's English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were observed during the 90-minute literacy instruction block for four weeks each using Spradley's Developmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were minimally supported in professional development for using the curriculum; (b) they often ventured beyond the scope of the curriculum in resource usage; and (c) their planning was eased with the adoption of a semi-scripted curriculum. Furthermore, this sampling of first-grade teachers implemented English Language Arts curriculum through integrating both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike. (Contains 2 figures and 1 note.)
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: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A