{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21903"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21903","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A case study of third-grade teacher's literacy instruction in a racially mixed classroom","abstract":"The purpose of this interpretive study is to examine one teacher's literacy approach and to understand the factors that contributed to the construction of this approach. The teacher's literacy approach was compared to what has been written about basal reading approaches, the whole-language approach, literature-based approaches, and culturally-relevant instruction. The data were collected across an academic year and included field notes from classroom observations, interview transcripts, and classroom artifacts. The constant comparative method was used to analyze the data.","abstract_html":"The purpose of this interpretive study is to examine one teacher's literacy approach and to understand the factors that contributed to the construction of this approach. The teacher's literacy approach was compared to what has been written about basal reading approaches, the whole-language approach, literature-based approaches, and culturally-relevant instruction. The data were collected across an academic year and included field notes from classroom observations, interview transcripts, and classroom artifacts. The constant comparative method was used to analyze the data.","abstract_has_math":false,"creators":["Cheng, Ruey-Chuan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Garcia, Georgia E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:22:44Z","date_published":"2011-05-07T13:22:44Z","updated_at":"2026-07-22T22:25:18Z","subjects":["Education, Elementary","Education, Reading","Education, Curriculum and Instruction"],"languages":["eng"],"rights":["Copyright 1996 Cheng, Ruey-Chuan"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591197693","AAI9712228","(UMI)AAI9712228"],"render_values":[{"text":"9780591197693","href":null,"code":true},{"text":"AAI9712228","href":null,"code":true},{"text":"(UMI)AAI9712228","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21903","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Garcia, Georgia E."]},{"key":"dc:creator","label":"Author","values":["Cheng, Ruey-Chuan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:22:44Z","10000-01-01","1996"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary","Education, Reading","Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1996 Cheng, Ruey-Chuan"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9780591197693","AAI9712228","(UMI)AAI9712228","http://hdl.handle.net/2142/21903"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this interpretive study is to examine one teacher's literacy approach and to understand the factors that contributed to the construction of this approach. The teacher's literacy approach was compared to what has been written about basal reading approaches, the whole-language approach, literature-based approaches, and culturally-relevant instruction. The data were collected across an academic year and included field notes from classroom observations, interview transcripts, and classroom artifacts. The constant comparative method was used to analyze the data.","Two findings emerged from this inquiry. First, the teacher adopted an eclectic approach in teaching literacy. Second, several factors contributed to the construction of this eclectic approach--her educational background, her teaching experiences and goals, her beliefs about different literacy approaches, and contextual constraints such as time and energy, the school district's policy, availability of materials, assessment, and classroom management.","These findings led to a discussion of the limitations of evaluating and categorizing teacher's literacy instruction within the confines of any specific type of literacy approach or culturally-relevant instruction. Literacy researchers need to test the feasibility of their theoretical arguments by taking into account the complexity and dynamics of teaching.","Made available in DSpace on 2011-05-07T13:22:44Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9712228.pdf: 10039920 bytes, checksum: a4de0d22d1e96ec8426e7f204ec652e4 (MD5) Previous issue date: 1996","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:59Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:25:02-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["A case study of third-grade teacher's literacy instruction in a racially mixed classroom"]}]}],"canonical_facts":{"dc:contributor":["Garcia, Georgia E."],"dc:creator":["Cheng, Ruey-Chuan"],"dc:date":["2011-05-07T13:22:44Z","10000-01-01","1996"],"dc:description":["The purpose of this interpretive study is to examine one teacher's literacy approach and to understand the factors that contributed to the construction of this approach. The teacher's literacy approach was compared to what has been written about basal reading approaches, the whole-language approach, literature-based approaches, and culturally-relevant instruction. The data were collected across an academic year and included field notes from classroom observations, interview transcripts, and classroom artifacts. The constant comparative method was used to analyze the data.","Two findings emerged from this inquiry. First, the teacher adopted an eclectic approach in teaching literacy. Second, several factors contributed to the construction of this eclectic approach--her educational background, her teaching experiences and goals, her beliefs about different literacy approaches, and contextual constraints such as time and energy, the school district's policy, availability of materials, assessment, and classroom management.","These findings led to a discussion of the limitations of evaluating and categorizing teacher's literacy instruction within the confines of any specific type of literacy approach or culturally-relevant instruction. Literacy researchers need to test the feasibility of their theoretical arguments by taking into account the complexity and dynamics of teaching.","Made available in DSpace on 2011-05-07T13:22:44Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9712228.pdf: 10039920 bytes, checksum: a4de0d22d1e96ec8426e7f204ec652e4 (MD5) Previous issue date: 1996","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:53:59Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:25:02-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["9780591197693","AAI9712228","(UMI)AAI9712228","http://hdl.handle.net/2142/21903"],"dc:language":["eng"],"dc:rights":["Copyright 1996 Cheng, Ruey-Chuan"],"dc:subject":["Education, Elementary","Education, Reading","Education, Curriculum and Instruction"],"dc:title":["A case study of third-grade teacher's literacy instruction in a racially mixed classroom"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:18Z"}