Characteristics of four highly-regarded literacy teachers in rural and urban elementary schools

How does geography play a role in student learning and teacher instruction? Limited research efforts reveal that the needs of students in rural areas are quite distinct from other settings (Muijs & Reynolds, 2003; Rice, 2003). It is not until exclusive qualities are determined in both rural and urban environments that instructional plans can be geared to each student body. Addressing these sociocultural issues is crucial with an increasingly diverse population of students nationwide. Spradley’s (1980) Developmental Research Sequence and ethnographic interviews of four classroom teachers within rural and urban schools are the primary methods utilized throughout this inquiry. The participants are selected based on their school-wide reputation for being highly regarded literacy teachers. Several instructional techniques found are unique to rural and urban areas. Administrators, specialists, and classroom teachers should find the results of this investigation useful. Implications reach across grade levels as models of effective literacy instruction can be developed.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

Education

Year dc:date.available

2007

Author dc:creator

• Ortlieb, Evan Thomas

• reading instruction
• geography
• rural
• urban
• elementary schools
• classroom teachers
• effective practices

Statement dc:rights

• unrestricted
• Release the entire work immediately for access worldwide.

Identifier

etd-03092007-161802
https://repository.lsu.edu/gradschool_dissertations/253

OAI identifier oai:identifier

oai:repository.lsu.edu:gradschool_dissertations-1252