TY - JOUR
T1 - First-grade teachers' perception and implementation of a semi-scripted reading curriculum
AU - Ainsworth, Mary Taylor
AU - Ortlieb, Evan
AU - Cheek, Jr., Earl H
AU - Pate, Roberta Simnacher
AU - Fetters, Carol
PY - 2012
Y1 - 2012
N2 - A teacherrole was dramatically changed from that of an educator to that of a facilitatorwith the adoption of semi-scripted curriculmns. lbis case study explores teachers per-ception and implementation of a stateEnglish Language Arts curriculum in first-grade classrooms. Four :first-grade teachers from a large urban school district were observed during the 90-minute literacy instroction block for four weeks each using SpradleyDe- velopmental Research Sequence.In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini- mally supported in professional development for using the curriculum; (b) they often ventored 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 imegrat- ing both phonics and reading instroction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike.
AB - A teacherrole was dramatically changed from that of an educator to that of a facilitatorwith the adoption of semi-scripted curriculmns. lbis case study explores teachers per-ception and implementation of a stateEnglish Language Arts curriculum in first-grade classrooms. Four :first-grade teachers from a large urban school district were observed during the 90-minute literacy instroction block for four weeks each using SpradleyDe- velopmental Research Sequence.In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini- mally supported in professional development for using the curriculum; (b) they often ventored 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 imegrat- ing both phonics and reading instroction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike.
UR - http://www.tandfonline.com/doi/pdf/10.1080/09500782.2011.618540
U2 - 10.1080/09500782.2011.618540
DO - 10.1080/09500782.2011.618540
M3 - Article
SN - 0950-0782
VL - 26
SP - 77
EP - 90
JO - Language and Education
JF - Language and Education
IS - 1
ER -