Type of Document Dissertation Author Magalhaes, Maria Cecilia Camargo URN etd-10192005-113334 Title A study of teacher-researcher collaboration on reading instruction for Chapter one students Degree Doctor of Education Department Curriculum and instruction Advisory Committee
Advisor Name Title Lalik, Rosary M. Committee Chair Murphy, Susan B. Committee Member Niles, Jerome A. Committee Member Weber, Larry J. Committee Member Wildman, Terry M. Committee Member Zeskind, Philip Sanford Committee Member Keywords
- Reading - Elementary
- Reading Research
Date of Defense 1990-01-15 Availability restricted Abstract
This study examines a collaborative endeavor in which a Chapter One teacher and a reseacher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading.
For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth-and fifth-gratle students. Ethnographic methods such as participant observation, interviews, document collections and research journal writing were used as data collection techniques. Two methods of data analysis were used - discrepant case analysis (Erickson, 1986) and constant comparison method (Glaser and Strauss, 1967).
The findings suggest that the teacher-researcher collaboration motivated changes in the teacher, the researcher and the students. That is, the collaborative work helped the teacher learn to use a process approach to teaching reading comprehension. It also helped students learn about the reading process and reading strategies. Finally, this study helped the researcher learn about ways to assist teachers in becoming more knowledgeable and reflective.
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