Literaturnachweis - Detailanzeige
Autor/inn/en | Johnson, Brian Walker; Batchelor, Melissa |
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Titel | Collaborative Resistance to Digitized Instruction in a Rural Middle School |
Quelle | In: Middle School Journal, 49 (2018) 3, S.4-16 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Johnson, Brian Walker) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0094-0771 |
DOI | 10.1080/00940771.2018.1439664 |
Schlagwörter | Middle School Teachers; Reading Achievement; College School Cooperation; Reading Improvement; Teacher Leadership; Portraiture; Resistance to Change; Educational Change; Electronic Learning; Teaching Methods; Teacher Attitudes; Administrator Attitudes; Rural Schools; Reading Instruction Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Lehrerfunktionsstelle; Abbildung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseunterricht |
Abstract | How can middle-level educators improve reading achievement when digitized texts and tests manage their instruction? Experienced Osage Middle School reading teachers and school administrators addressed this question as they examined their Istation reading curriculum, and higher education faculty partners were invited to portray this work. Teaching to standardized tests, assigning low interest texts, and even digitizing controlled reading instruction were accepted practices at Osage Middle School. This portrait of reform illustrates how these practices were successfully resisted and reconstructed in just one academic year. The Osage educators' resistance was portrayed in three stages. First, the school's accepted literacy practices were named as digitized managed events that diminished educator authority. Then co-investigations of new reading instruction deconstructed these accepted practices. Eventually the new reading instruction practices transformed the school's reading curriculum. Possibilities for further research suggested by the Osage Middle School reform portrait include examining the invisibility of low achieving readers, investigating the paradoxes of managing controlled instruction, and testing the utility of collaborative educator inquiry. (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 | 2020/1/01 |