Understanding influences on read-aloud book choices in K–2 classrooms: a Bronfenbrenner ecological systems perspective

Classroom teachers are tasked with making a myriad of decisions each day. A typical decision is which book to use for a classroom read-aloud. Research suggests that the classroom read-aloud is the optimal time to share books that reflect students' lived experiences and introduce them to others' lived experiences. This basic qualitative research study explores the factors that influence a teacher’s decision-making process when choosing a read-aloud for their class. For this study, I interviewed 10 teachers from 5 school districts in 2 states (Illinois and Kansas). The first interview focused on factors that might influence their decision-making process, and the second on the specific books they chose and why they chose them for read-aloud time. Analysis of their responses indicated that teachers were focused on their students’ social-emotional needs, their cultural backgrounds, and whether the topics/books were age-appropriate for their students. The analysis also indicated that while teachers were aware of the current cultural climate (prevalence of book bans, limiting school policies, etc.), they weren’t directly affected by the limits placed on their choices; instead, they chose to proceed cautiously to avoid conflicts with parents.

Author dc:creator

• Anderson, Kerri A.

• Teacher read-aloud
• Culturally relevant children's books
• Illustrated children's books
• Teacher choice
• Elementary read-aloud

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/2097/47277

OAI identifier oai:identifier

oai:krex.k-state.edu:2097/47277