Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs.
AuthorOboler, Eileen Stolack
Committee ChairMitchell, Judy N.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThese four case studies of Chapter One reading teachers describe how teachers change in their theoretical orientations, roles, and practice as they implement a new reading program, the inclass model. Data collection includes audiotaped interviews and staff development meetings, classroom observations, documents, and general district-led meetings. Two themes emerged through the constant comparative method of analysis and grounded theory: (1) Changes in Reading Teachers' Roles, and (2) Teacher Constraints, Contradictions, and Dilemmas. Traditional mandates from external sources such as federal legislation of Chapter One programs create constraints for teachers thereby discouraging teachers' voices and decision making. The data suggest that school culture as a support of teacher change is crucial for successful teacher implementation of program change. Current research studies address teacher collaboration, shared goals, and team teaching as important variables for successful schools. Collective decision making through whole school discussions, a constructivist notion, allows for teachers' voices to be heard. Choice by all school decision makers in program selection and ongoing staff development provide the support for successful teacher change.
Degree ProgramLanguage, Reading, and Culture