NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ754626
Record Type: Journal
Publication Date: 2006
Pages: 37
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0034-0502
EISSN: N/A
Investigating Connections between Teacher Beliefs and Instructional Practices with Struggling Readers
Powers, Sherry W.; Zippay, Cassie; Butler, Brittany
Reading Horizons, v47 n2 p121-157 Nov-Dec 2006
This study examines and describes the changes in four teachers' beliefs and practices in literacy and literacy assessment over the course of a yearlong graduate level clinical experience. Four teachers who worked in the university literacy clinic as part of their graduate course work participated in this study. Two of the four teachers teach elementary-aged pupils in a public school, another serves as a reading resource educator at a public elementary school, and the fourth teaches high school-aged students at an alternative school associated with a public school. Findings indicate that teacher beliefs and their classroom instruction are often inconsistent due to a variety of variables such as the pressure to conform to a particular school philosophy and/or government mandates. In spite of these pressures the findings confirm that these teachers serve as the key evaluator of their students' literacy development.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://www.wmich.edu/coe/spls/clinic/readhorizons.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A