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oai:www.ideals.illinois.edu:2142/21903 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Garcia, Georgia E. Cheng, Ruey-Chuan 2011-05-07T13:22:44Z 2011-05-07T13:22:44Z 10000-01-01 1996 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 9780591197693 AAI9712228 (UMI)AAI9712228 http://hdl.handle.net/2142/21903 eng Copyright 1996 Cheng, Ruey-Chuan Education, Elementary Education, Reading Education, Curriculum and Instruction A case study of third-grade teacher's literacy instruction in a racially mixed classroom text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.