Examining the Forces That Guide Teaching Decisions

Autor/inn/en	Griffith, Robin; Massey, Dixie; Atkinson, Terry S.
Titel	Examining the Forces That Guide Teaching Decisions
Quelle	In: Reading Horizons, 52 (2013) 4, S.305-332, Artikel 2 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Classroom Techniques; Professional Development; Decision Making; Learning Activities; Teaching Methods; Student Centered Learning; Grade 1; Elementary School Teachers; Literacy; Literacy Education; Coaching (Performance); Case Studies; Reading Programs; Questionnaires; Interviews + Suchen Sie Ihr Suchwort? Klassenführung; Decision-making; Entscheidungsfindung; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Case study; Fallstudie; Case Study; Fragebogen; Interviewing; Interviewtechnik
Abstract	This study of two successful first grade teachers examines the forces that guide their instructional decisions. Findings reveal the complexities of forces that influence the moment-to-moment decisions made by these teachers. Teachers repeatedly attempted to balance their desires to be student-centered while addressing state standards and implementing their schools' adopted curricula, with varying levels of success. The teachers' professional knowledge was the determining factor in that success. Levels of professional development and the professional learning communities of these two teachers and the contexts in which they were operating influenced their attention to certain forces. Findings from this study indicate that building teachers' professional knowledge through coaching and long-term professional development can improve teacher decision making (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01