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

被引：13

作者：

Ainsworth, Mary Taylor ^{[2
]}

Ortlieb, Evan ^{[1
]}

Cheek, Earl H., Jr. ^{[3
]}

Pate, Roberta Simnacher ^{[1
]}

Fetters, Carol ^{[4
]}

机构：

[1] Texas A&M Univ, Corpus Christi, TX USA

[2] Southeastern Univ, Hammond, LA USA

[3] Louisiana State Univ, Baton Rouge, LA 70803 USA

[4] Lamar Univ, Beaumont, TX 77710 USA

来源：

LANGUAGE AND EDUCATION | 2012年 / 26卷 / 01期

关键词：

classroom literacy; curriculum; elementary education;

D O I：

10.1080/09500782.2011.618540

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：77 / 90

页数：14

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