Inside out and outside in: Rethinking Spelling in Inclusive Elementary Classrooms

Autor/inn/en	Anderson, Derek L.; Standerford, N. Suzanne
Titel	Inside out and outside in: Rethinking Spelling in Inclusive Elementary Classrooms
Quelle	In: Issues in Teacher Education, 21 (2012) 2, S.125-146 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Teaching Methods; Educational Change; Change Strategies; Rural Schools; Elementary School Teachers; Change Agents; Elementary Schools; Spelling; Teaching Conditions; Classrooms; Grade 2; Spelling Instruction; Resistance to Change; Power Structure; Principals; Administrator Role; Program Evaluation; Professional Development Schools + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lösungsstrategie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schreibweise; Lehrbedingungen; Unterrichtsbedingungen; Classroom; Klassenraum; School year 02; 2. Schuljahr; Schuljahr 02; Orthographieunterricht; Rechtschreibunterricht; Principal; Schulleiter; Programme evaluation; Programmevaluation
Abstract	A serendipitous moment, a passing conversation, led to this study. A university professor expressed concern that his second-grade son was "bored" with his weekly spelling lists, homework, and tests. A colleague of his, a former elementary teacher with 30 years experience and currently teaching field-based methods courses in this child's school, listened carefully. This colleague had a student teacher in this particular classroom and saw this conversation as an opportunity to initiate changes in the spelling program, as a mutually beneficial effort for the second-grade and university students. Her hope was for her teacher education students to observe and take part in the best possible instructional practices. Further, this partnership could help to engage all the second-grade teachers in professional learning that would satisfy both concerns. This colleague was in an advantageous position to offer limited funding for time and resources as well as university students to do clerical tasks. Thus began a nine-month study of how three teachers designed and implemented new instructional practices, moving from a traditional to a student-centered, differentiated spelling program. This analysis also explored how the learning and the process of improving instructional practice influenced or did not influence the teachers' paradigms of teaching and learning. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10