Concerning the Relationship between Teachers' Theoretical Orientations toward Reading and Their Concept Maps.

Mergendoller, John R.; Sacks, Colin H.

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Peer reviewed

ERIC Number: EJ495666

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0742-051X

EISSN: N/A

Concerning the Relationship between Teachers' Theoretical Orientations toward Reading and Their Concept Maps.

Mergendoller, John R.; Sacks, Colin H.

Teaching and Teacher Education, v10 n6 p589-99 Nov 1994

Reports a study that examined the usefulness of concept maps for detecting differences in kindergarten teachers' theoretical orientation (whole language versus phonics). Results revealed that content but not structure measures differentiated whole language from phonics teachers. Concept maps proved useful in measuring teachers' theoretical orientation. (SM)

Descriptors: Educational Theories, Elementary School Teachers, Kindergarten, Literacy Education, Phonics, Primary Education, Reading Instruction, Research Methodology, Teaching Methods, Theory Practice Relationship, Whole Language Approach

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A