Literaturnachweis - Detailanzeige
| Autor/inn/en | Buike, Sandra; Duffy, Gerald G. |
|---|---|
| Institution | Michigan State Univ., East Lansing. Inst. for Research on Teaching. |
| Titel | Do Teacher Conceptions of Reading Influence Instructional Practice? |
| Quelle | (1979), (61 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Educational Practices; Educational Theories; Interaction; Reading Instruction; Reading Research; Teacher Attitudes; Teacher Behavior; Teaching Models; Teaching Styles |
| Abstract | During two years of data collection, 23 classroom teachers were observed in order to determine whether, as other educators have suggested, teachers possess conceptions of reading that influence their instructional practices. Two separate strands of data were collected for each teacher: teachers' conceptions about reading were collected at various times during the school year from formal interviews, informal interviews, and the comments teachers made to pupils during instruction; and the teachers' instructional practices were observed and recorded in field notes and on audio tapes. These two strands were then compared to determine whether the observed instructional practices reflected the teachers' conceptions of reading. At a superficial level, the results indicated that teacher conceptions do influence instructional practice. Teachers offer many other statements to explain their instructional decisions, however; these statements, representing "nonreading" conceptions, sometimes dominate the reading conceptions to the point that they and not the reading conceptions guide teachers' instructional practices. Contrary to earlier hypotheses, then, reading conceptions and instructional practices are not related in a simple, linear way, nor do teachers operate from an implicit theory of reading. (Graphs of the data for each teacher are appended.) (RL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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