Collaborative Resistance to Digitized Instruction in a Rural Middle School

Autor/inn/en	Johnson, Brian Walker; Batchelor, Melissa
Titel	Collaborative Resistance to Digitized Instruction in a Rural Middle School
Quelle	In: Middle School Journal, 49 (2018) 3, S.4-16 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Brian Walker)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2018.1439664
Schlagwörter	Middle School Teachers; Reading Achievement; College School Cooperation; Reading Improvement; Teacher Leadership; Portraiture; Resistance to Change; Educational Change; Electronic Learning; Teaching Methods; Teacher Attitudes; Administrator Attitudes; Rural Schools; Reading Instruction + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Lehrerfunktionsstelle; Abbildung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseunterricht
Abstract	How can middle-level educators improve reading achievement when digitized texts and tests manage their instruction? Experienced Osage Middle School reading teachers and school administrators addressed this question as they examined their Istation reading curriculum, and higher education faculty partners were invited to portray this work. Teaching to standardized tests, assigning low interest texts, and even digitizing controlled reading instruction were accepted practices at Osage Middle School. This portrait of reform illustrates how these practices were successfully resisted and reconstructed in just one academic year. The Osage educators' resistance was portrayed in three stages. First, the school's accepted literacy practices were named as digitized managed events that diminished educator authority. Then co-investigations of new reading instruction deconstructed these accepted practices. Eventually the new reading instruction practices transformed the school's reading curriculum. Possibilities for further research suggested by the Osage Middle School reform portrait include examining the invisibility of low achieving readers, investigating the paradoxes of managing controlled instruction, and testing the utility of collaborative educator inquiry. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01