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Choosing and introducing new books: ...

Outson, Kelly Ray.

Choosing and introducing new books: An investigation of teacher decision-making.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	Choosing and introducing new books: An investigation of teacher decision-making./
作者:	Outson, Kelly Ray.
面頁冊數:	181 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2825.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496508938

Choosing and introducing new books: An investigation of teacher decision-making.
Outson, Kelly Ray.

Choosing and introducing new books: An investigation of teacher decision-making. - 181 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2825.

Thesis (Ed.D.)--Texas Woman's University, 2003.

This study investigated teacher decision making regarding book selections and book introductions within the context of a Reading Recovery lesson. The intent of this study was to examine teacher thinking that undergirds instructional decisions during the selection and orientation of a new text in a one-to-one tutorial reading setting.

ISBN: 0496508938Subjects--Topical Terms:

1000005408
Education, Reading.

Choosing and introducing new books: An investigation of teacher decision-making.
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245 1 0 $a Choosing and introducing new books: An investigation of teacher decision-making.
300 $a 181 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2825.
500 $a Adviser: Billie Askew.
502 $a Thesis (Ed.D.)--Texas Woman's University, 2003.
520 $a This study investigated teacher decision making regarding book selections and book introductions within the context of a Reading Recovery lesson. The intent of this study was to examine teacher thinking that undergirds instructional decisions during the selection and orientation of a new text in a one-to-one tutorial reading setting.
520 $a A descriptive, qualitative study approach was utilized. Two experienced Reading Recovery teachers tutoring two first-grade students each participated in the study. The researcher gathered data for 3 consecutive days at 3-week intervals during the second semester. Before each lesson, the teacher recorded her rationales for decisions about selecting and introducing a new book to the child. After each lesson, the teacher audio-taped reflections on her decisions and the perceived impact on the child's reading. The primary data source for the study was the verbatim transcripts of the teacher commentary as they planned and evaluated their lessons.
520 $a The findings were organized into two broad categories of Teacher Rationale and Teacher Evaluation and further grouped into subcategories. The teachers' rationales for choosing and introducing a new book were decisions based on (a) text characteristics with comments on pictures occurring most frequently, (b) words and vocabulary to be taught, (c) challenges the child might encounter, and (d) a need to attend to concepts and meaning with the text. Teachers evaluated their own decisions based on the child's processing behaviors, whether the book choice was successful or not, and they commented on the concepts and meaning and text vocabulary.
520 $a Within the framework and limitations of this study, five hypotheses were proposed from the data: (a) teacher decision making in Reading Recovery is based on the child's individual strengths and challenges, (b) consideration of text characteristics influences Reading Recovery teacher decisions when selecting and introducing new books to children, (c) consideration of words and vocabulary within texts influences Reading Recovery teacher decisions when selecting and introducing new books, (d) Reading Recovery teachers evaluate their decisions according to evidence of students' reading strategies, and (e) Reading Recovery teachers believe their decisions influence student success.
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