A case study of third-grade teacher's literacy instruction in a racially mixed classroom

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Cheng, Ruey-Chuan

Contributors dc:contributor

• Garcia, Georgia E.

• Education, Elementary
• Education, Reading
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Cheng, Ruey-Chuan

Language dc:language

eng

Identifier

9780591197693
AAI9712228
(UMI)AAI9712228

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21903