A Comparative Study of Successful Practices and Materials for Teaching Reading in the Primary Schools as Viewed by Teachers in England and the United States.

Autor/in	Shafer, Robert E.
Titel	A Comparative Study of Successful Practices and Materials for Teaching Reading in the Primary Schools as Viewed by Teachers in England and the United States.
Quelle	(1976), (31 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Beginning Reading; Comparative Education; Educational Research; Educational Trends; Elementary Education; Elementary School Teachers; Foreign Countries; Language Arts; Open Education; Reading Instruction; Reading Materials; Reading Research; Teacher Attitudes; Teaching Methods; California (Los Angeles); United Kingdom (England) + Suchen Sie Ihr Suchwort? Verantwortung; Erstleseunterricht; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Sprachkultur; Offene Erziehung; Offener Unterricht; Leseunterricht; Leseforschung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper discusses the growth of open education programs that were developed first in Britain and then in the United States, and it notes conflicts between the open education movement and demands for accountability that emerged in England and later in the United States. The paper then describes a study in which 23 teachers in England and 25 teachers in the greater Los Angeles area, all teachers of children aged five through eleven, were interviewed about their views concerning various language arts teaching methods and materials. Samples of comments made by six English teachers and six American teachers are presented. The paper notes major trends that emerged in the interviews, regarding reading series used and restrictions placed on teachers by head teachers and principals. In general, the English teachers tended to use the child's natural language in teaching beginning reading, and American teachers relied more on a reading series as the basic means of teaching reading. The final section of the paper again discusses the open-education/accountability conflict. In England, no significant proposal has been made for a major shift away from informal education, but, in the United States, there seems to be a significant trend away from open education. (GW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC