From Idealized to Actualized Instruction: Two Elementary Teachers' Enactment of the ELA Common Core State Standards in Instructional Scripts

Autor/inn/en	Barrett-Tatum, Jennifer; Dooley, Caitlin McMunn
Titel	From Idealized to Actualized Instruction: Two Elementary Teachers' Enactment of the ELA Common Core State Standards in Instructional Scripts
Quelle	In: Literacy Research and Instruction, 54 (2015) 4, S.257-284 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2015.1062941
Schlagwörter	Elementary School Teachers; English Instruction; Language Arts; State Standards; Educational Policy; Curriculum Implementation; Primary Education; Scripts; Teaching Methods; Literacy Education; Accountability; Case Studies + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English langauage lessons; Englischunterricht; Sprachkultur; Politics of education; Bildungspolitik; Primarbereich; Skript; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Case study; Fallstudie; Case Study
Abstract	Educational policies in the United States often adhere to society's ideal scenario for the perfect college and career ready student, but the realities of and differences in classroom instruction are often not considered. Whether or not policies will effectively improve student performance is unknown until implementation. The Common Core State Standards were designed to create equitable learning opportunities for all students, readying them to enter America's workforce and higher education institutions. This study investigates the first year of implementation of the English Language Arts Common Core State Standards and highlights the literacy learning opportunities presented to students in two primary classrooms. The current study pairs a cultural historical activity framework with Gutierrez's script analysis to illustrate how two teachers' instructional scripts altered students' meaning-making opportunities when using the same literacy curriculum standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01