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First-grade teachers’ perception and implementation of a semi-scripted reading curriculum

First-grade teachers’ perception and implementation of a semi-scripted reading curriculum

 Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
 2012
 p. 77-90 English
Ngôn ngữCurriculum.Classroom literacy.Elementary education.
Tác giả CN Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
Nhan đề First-grade teachers’ perception and implementation of a semi-scripted reading curriculum / Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
Thông tin xuất bản 2012
Mô tả vật lý p. 77-90
Tóm tắt A teacher’s role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers’ per¬ception and implementation of a state’s English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were observed during the 90-minute literacy instruction block for four weeks each using Spradley’s De¬velopmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini¬mally supported in professional development for using the curriculum; (b) they often ventured beyond the scope of the curriculum in resource usage; and (c) their planning was eased with the adoption of a semi-scripted curriculum. Furthermore, this sampling of first-grade teachers implemented English Language Arts curriculum through integrat¬ing both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Curriculum.
Từ khóa tự do Classroom literacy.
Từ khóa tự do Elementary education.
Tác giả(bs) CN Cheek Jr., Earl H.
Tác giả(bs) CN Fetters, Carol.
Tác giả(bs) CN Ortlieb, Evan.
Tác giả(bs) CN Pate, Roberta Simnacher.
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
Hiển thị đầy đủ trường & trường con
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100[ 1] |a Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
245[1 0] |a First-grade teachers’ perception and implementation of a semi-scripted reading curriculum / |c Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
260[ ] |c 2012
300[ ] |a p. 77-90
362[ 0] |a Vol. 26 (January 2012)
520[ ] |a A teacher’s role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers’ per¬ception and implementation of a state’s English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were observed during the 90-minute literacy instruction block for four weeks each using Spradley’s De¬velopmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini¬mally supported in professional development for using the curriculum; (b) they often ventured beyond the scope of the curriculum in resource usage; and (c) their planning was eased with the adoption of a semi-scripted curriculum. Furthermore, this sampling of first-grade teachers implemented English Language Arts curriculum through integrat¬ing both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Curriculum.
653[ 0] |a Classroom literacy.
653[0 ] |a Elementary education.
700[ 1] |a Cheek Jr., Earl H.
700[ 1] |a Fetters, Carol.
700[ 1] |a Ortlieb, Evan.
700[ 1] |a Pate, Roberta Simnacher.
773[ 0] |t Language and education |g 2012, Vol26, N.5
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