Teachers' Decision-Making about Teaching Novels in Middle School

Autor/inn/en	Martinez, Miriam; Harmon, Janis; Gonzales, Jessica; Wilburn, Marcy
Titel	Teachers' Decision-Making about Teaching Novels in Middle School
Quelle	In: Reading Psychology, 42 (2021) 8, S.873-898 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harmon, Janis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1968087
Schlagwörter	Middle School Teachers; Middle School Students; Novels; Teaching Methods; Language Arts; Reading Instruction; Educational Objectives; Planning; Learning Activities; Adolescent Literature; Goal Orientation; Teacher Attitudes; Cognitive Processes; State Standards; Decision Making; Teacher Collaboration; Teamwork; Experience; Texas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Novel; Roman; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; Leseunterricht; Educational objective; Bildungsziel; Erziehungsziel; Ablaufplanung; Planungsprozess; Lernaktivität; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Zielorientierung; Zielvorstellung; Lehrerverhalten; Cognitive process; Kognitiver Prozess; Decision-making; Entscheidungsfindung; Lehrerkooperation; Erfahrung
Abstract	Middle school is a place where many students are first introduced to more complex novels. Novel instruction in middle school English language arts classrooms is potentially influenced by the elementary focus on reading strategies and/or the secondary focus on literary analysis. Using a qualitative methodological approach, six middle school language arts teachers were interviewed about their novel instruction. The purpose of this study was to explore the ways in which middle school ELAR teachers engage students in novel study and factors that appear to impact novel instruction. Findings reveal great diversity in teachers' instructional goals, planning, and activities. Some participants worked from a cohesive framework that reflected one or more theoretical perspectives. Still others struggled to articulate goals for novel instruction and the resulting instruction appeared to be a patchwork of activities. (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	2024/1/01