Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction

Autor/inn/en	Waller, Rachael; Barrentine, Shelby J.
Titel	Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction
Quelle	In: Journal of Research in Rural Education, 30 (2015) 7, (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Elementary School Teachers; Rural Schools; Place Based Education; Reading Instruction; Qualitative Research; Case Studies; Literacy; Curriculum Evaluation; Interviews; Transcripts (Written Records); Educational Opportunities; Reading Comprehension; Basal Reading; Reading Programs; Teaching Methods; Educational Practices; Reader Text Relationship; Observation + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Interviewing; Interviewtechnik; Bildungsangebot; Bildungschance; Leseverstehen; Lesetraining; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Beobachtung
Abstract	Schooling can play a role in bolstering a sense of community, but research suggests that curriculum may serve to isolate teachers and students from their rural surroundings. In this qualitative case study, we asked if the literacy curriculum and instruction supported readers to make connections to their rural setting. We analyzed curriculum materials, field notes from classroom observations, and interview transcripts of teachers to describe elementary students' opportunities to make connections to their rural setting. Analysis revealed that the commercial curriculum provided limited support for making connections to readers' rural backgrounds. Further, although teachers were interconnected with the rural community, attempts to weave complex connections to place were rare. Findings suggest that the curriculum fell short of integrating the community and the world. Rather, the rural teacher was the source for guiding students to make place-based connections. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01