Teacher-Constructed Frames for Instruction with Content Area Text. Technical Report No. 537.

Autor/inn/en	Armstrong, James O.; und weitere
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Teacher-Constructed Frames for Instruction with Content Area Text. Technical Report No. 537.
Quelle	(1991), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charts; Content Area Reading; Grade 4; Graphic Organizers; Graphs; Inservice Teacher Education; Intermediate Grades; Learning Strategies; Material Development; Reading Research; Teacher Developed Materials; Teacher Effectiveness; Teaching Methods; Visual Learning + Suchen Sie Ihr Suchwort? Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Sinnerfassendes Lesen; School year 04; 4. Schuljahr; Schuljahr 04; Graphic system; Organizer; Grafiksystem; Organisieren; Grafische Darstellung; Lehrerfortbildung; Mittelstufe; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrmaterialentwicklung; Leseforschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Visual education; Visuelles Lernen
Abstract	An exploratory study developed ways to describe systematically a particular graphic organizer, the frame. For the study, 27 middle-grade teachers each constructed 2 frames on sections of fourth-grade science and social studies texts. Teachers also worked collaboratively in pairs and larger groups to produce frames. Collaborative sessions were audiotaped to record comments as teachers thought aloud during the framing process. Frame-based and text-based approaches were considered to analyze the teacher-constructed frames for variability and for content of important text ideas; a combination of these approaches emerged as optimal. The frame-based approach identified the types and organizational patterns of frames. An analytical unit, the Linked Concept Pair (LCP), was developed to describe the conceptual relationships in frames. The text-based approach used text idea units to analyze frames for content of important text information. These analyses showed that teachers' frames were considerably varied in structure and content; many frames were also found lacking in completeness, explicitness, and accuracy of information. In general, the frames produced by collaborative pairs seemed to be of a higher quality than those constructed by individuals or groups. Teacher talk revealed that the teachers' concerns for student understanding and teachers' level of prior framing experience affected every aspect of making a frame. (Twelve tables and 8 figures are included; 33 references and 4 appendixes are attached.) (Author/PRA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC