An investigation into the implementation of the Louisiana Comprehensive Curriculum Reading/English Language Arts in selected first grade classrooms

This case study investigates the implementation of the Louisiana Comprehensive Curriculum English Language Arts in selected first grade classes. The teaching of the specific language arts skills, listening, speaking, reading, and writing, as directed the the Comprehensive Curriculum is examined. Four first grade teachers from a large urban school district, from an original sixteen first grade teachers, are observed during the hour and a half literacy instruction block once a week over a period of four weeks. These same four teachers are interviewed one-on-one by the researcher during the two interview sessions. Three themes developed throughout the observation from all four classes: phonics instruction, reading instruction, and language arts instruction. The investigation determined that this sampling of grade one teachers were implementing the Comprehensive Curriculum English Language Arts by means of integrating the instruction into both the phonics instruction and reading instruction.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

Educational Theory, Policy, and Practice

Year dc:date.available

2008

Author dc:creator

• Ainsworth, Mary "Kitty" Taylor

• Comprehensive Curriculum
• No Child Left Behind
• curriculum
• high-stakes testing
• school accountability

Statement dc:rights

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

Identifier

etd-08142008-092027
https://repository.lsu.edu/gradschool_dissertations/1281

OAI identifier oai:identifier

oai:repository.lsu.edu:gradschool_dissertations-2280