A Longitudinal Investigation of Content, Resources, and Instructional Approaches in a Basal Reading Series within a Research and Policy Context

Autor/in	Kenavey, Lori Ann
Titel	A Longitudinal Investigation of Content, Resources, and Instructional Approaches in a Basal Reading Series within a Research and Policy Context
Quelle	(2016), (188 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Pittsburgh
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-5723-4
Schlagwörter	Hochschulschrift; Dissertation; Basal Reading; Longitudinal Studies; Publishing Industry; Textbook Publication; Educational Research; Educational Policy; Teaching Guides; Textbook Evaluation; Educational History; Developmentally Appropriate Practices; Phonemic Awareness; Phonics; Spelling; Vocabulary; Reading Instruction; Teaching Methods; Reading Comprehension; Supplementary Reading Materials; Authors + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lesetraining; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Lehrerhandbuch; History of education; Bildungsgeschichte; Entwicklungsbezogene Bildung; Schreibweise; Wortschatz; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Reading materials; Lesekartei; Author; Autor; Autorin
Abstract	Basals have played an important role in classroom instruction for almost 200 years. Historically, basal programs have been influenced by both important research and policy reports. This study analyzed one publishing company's basal program across seven editions in order to trace the interaction of research, policy, and publication. Teacher's editions for the first level of first grade from 1996 to 2014 were analyzed for the following: (a) research and policy context, (b) features of teacher's editions, (c) student readers: selection level and word level, (d) instructional approaches for phonemic awareness, phonics, and spelling, (e) vocabulary selection and instructional approaches, (f) instructional approaches for comprehension, (g) supplemental resources. The analyses revealed (a) a gap between research and uptake by the publisher, (b) direct influence of policy, and (c) influence of authorship. Implications of this investigation related to (a) teacher agency and specialized knowledge, (b) resources for evaluating basal resources, and (c) responsibilities of basal publishers are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01