Teachers' Increased Use of Informational Text: A Phenomenological Study of Five Primary Classrooms

Autor/inn/en	Young, Heather D.; Goering, Christian Z.
Titel	Teachers' Increased Use of Informational Text: A Phenomenological Study of Five Primary Classrooms
Quelle	In: Educational Considerations, 44 (2018) 1, Artikel 2 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9283
Schlagwörter	Phenomenology; Classroom Environment; Classroom Research; Common Core State Standards; Literacy; Semi Structured Interviews; Lesson Plans; Nonfiction; Instructional Innovation; Educational Policy; Educational Change; Program Implementation; Educational Practices; Technology Integration; Teacher Surveys; Teaching Experience; School Support; Primary Education; Observation; Elementary School Teachers + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Klassenklima; Unterrichtsklima; Common core curriculum; Curriculum; Kerncurriculum; Alphabetisierung; Schreib- und Lesefähigkeit; Lesson planning; Unterrichtsplanung; Non-fiction; Nichtfiktionaler Text; Educational Innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Bildungsreform; Bildungspraxis; Schulförderverein; Primarbereich; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this phenomenological study was to explain how the Common Core State Standards may have influenced teachers' practices and philosophies regarding literacy instruction. Conducted in five kindergarten through second-grade classrooms within one elementary school, this research study collected semi-structured interviews, classroom observations, and teacher-reported lesson plans over fourteen weeks. We observed that one of the largest instructional shifts due to the implementation of new standards was in the area of informational text use. This change came about not due to the volume of empirical research stating the benefits of such texts, but rather because of an educational policy change. These findings hold implications for K-12 schools and for teacher education programs which are, in many instances, caught between the research, policies, and practice. (As Provided).
Anmerkungen	Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01