First-Grade Teachers' Perception and Implementation of a Semi-Scripted Reading Curriculum

Autor/inn/en	Ainsworth, Mary Taylor; Ortlieb, Evan; Cheek, Earl H., Jr.; Pate, Roberta Simnacher; Fetters, Carol
Titel	First-Grade Teachers' Perception and Implementation of a Semi-Scripted Reading Curriculum
Quelle	In: Language and Education, 26 (2012) 1, S.77-90 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2011.618540
Schlagwörter	Urban Schools; Language Arts; Classrooms; Literacy Education; Teachers; Reading Instruction; Curriculum; Case Studies; Grade 1; Elementary School Teachers; Interviews; Faculty Development; Planning; English Instruction; Phonics; Principals; Administrator Role; Developmentally Appropriate Practices; Observation; Curriculum Development; Teaching Methods + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sprachkultur; Classroom; Klassenraum; Lehrer; Lehrerin; Lehrende; Leseunterricht; Curricula; Lehrplan; Rahmenplan; Case study; Fallstudie; Case Study; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Interviewing; Interviewtechnik; Ablaufplanung; Planungsprozess; English langauage lessons; Englischunterricht; Principal; Schulleiter; Entwicklungsbezogene Bildung; Beobachtung; Curriculum; Development; Curriculumentwicklung; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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' perception 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 Developmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were minimally 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 integrating both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike. (Contains 2 figures and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10