Elementary teachers' reflections on major influences impacting their decisions in reading and language arts instruction during their first two years of teaching

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Johnnie Conner Hamrick (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
David B. Strahan

Abstract: A case study methodology revealed ways that four elementary teachers, who were graduates of the same teacher education program and employed in the same school system in which they had studied as elementary and high school students, negotiated their reading and language arts instructional decisions during their first two years of teaching. The investigation explored orientations toward the teaching of reading and factors they determined as those impacting their instruction. Information was synthesized from the following sources: (a) participants' biographical data, (b) inventories and surveys, (c) investigator's observations of participants' teaching and subsequent field notes, (d) structured and unstructured interviews, (e) reflective webs, and (f) reflective journals and lesson plans.

Additional Information

Language: English
Date: 1995
Elementary school teachers $z United States $x Attitudes
Elementary school teaching $z United States $x Decision making

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