Developing a whole language philosophy : experiences of four elementary Language Arts teachers /
Many literacy researchers, theorists, and practitioners are questioning traditional approaches to teaching the language arts. The problem of aliteracy and illiteracy in our nation is a topic of numerous national reports and political campaigns. A grassroots movement called whole language is attemp...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1994.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=741945251&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Many literacy researchers, theorists, and practitioners are questioning traditional approaches to teaching the language arts. The problem of aliteracy and illiteracy in our nation is a topic of numerous national reports and political campaigns. A grassroots movement called whole language is attempting to change the way literacy is taught and assessed in our schools. Many feel that the whole language movement holds great promise for developing literate citizens and lifelong learners (Goodman, 1986-. Weaver, 1990). A review of the literature surrounding teacher change to a whole language philosophy shows that change is not easy and requires study, time, support and much reflection and inquiry (Newman, 1985; Routman. 1992; Weaver, 1990). However, many districts and states are mandating whole language, not understanding the philosophical base that is essential if teachers are going to implement. Many whole language advocates are concerned that a whole language philosophy is in danger of being increasingly misunderstood and misapplied because some pohcy-makers and administrators are mandating ill-understood whole language programs with little or no teacher input and inadequate inservice. This action research study was an attempt to provide a first-hand account of teachers' perspectives of the transition process to whole language philosophy as they were involved in on-going training and support throughout the 1993-94 school year. Analysis of the data revealed that the fifth-grade teachers were more successful in making the transition and have become change agents on their campus. The sixth-grade teachers, however, stopped attending the support group meetings in November and December and continued to show preference for a skirs-based approach. Reports from those who have been successful at making a transition in philosophy should assist others who are attempting a transition or those who are assisting teachers in the change process. The two fifth-grade teachers recognized several key components in their change processes: 1) Dissatisfaction; 2) A vision or goal; 3) Self-Confidence; 4) Support; and 5) Success. Longitudinal studies will be conducted on the campus. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | x, 257 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |