A study of teacher-researcher collaboration on reading instruction for Chapter one students

This study examines a collaborative endeavor in which a Chapter One teacher and a researcher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading. For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth- and fifth-grade students. Ethnographic methods such as participant observation, interviews, document collections and research journal writing were used as data collection techniques. Two methods of data analysis were used - discrepant case analysis (Erickson, 1986) and constant comparison method (Glaser and Strauss, 1967). The findings suggest that the teacher-researcher collaboration motivated changes in the teacher, the researcher and the students. That is, the collaborative work helped the teacher learn to use a process approach to teaching reading comprehension. It also helped students learn about the reading process and reading strategies. Finally, this study helped the researcher learn about ways to assist teachers in becoming more knowledgeable and reflective.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Curriculum and Instruction

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1990

Author dc:creator

• Magalhaes, Maria Cecilia Camargo

Chair dc:contributor.committeechair

• Lalik, Rosary V.

Committee members dc:contributor.committeemember

• Niles, Jerome A.
• Zeskind, Philip Sanford
• Wildman, Terry M.
• Weber, Larry J.
• Murphy, Susan B.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-10192005-113334

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/39989