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    Change in four reading teachers' roles: A journey via the implementation of Chapter One inclass programs

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    azu_td_9421723_sip1_m.pdf
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    Author
    Oboler, Eileen Stolack
    Issue Date
    1993
    Keywords
    Dissertations, Academic.
    Reading.
    Committee Chair
    Mitchell, Judy N.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © 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.
    Abstract
    These 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.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Language, Reading & Culture
    Graduate College
    Degree Grantor
    University of Arizona
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    Dissertations

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