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| Autori principali: | , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
1995
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=ED386731 |
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| _version_ | 1867181813426814976 |
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| author | Allington, Richard And Others |
| author_facet | Allington, Richard And Others Allington, Richard And Others |
| collection | Education Resources Information Center |
| contents | Patterns of Implementation of Literature-Based Curriculum. Report Series 1.14. Allington, Richard And Others Childrens Literature Classroom Research Curriculum Development Educational Change Educational Trends Elementary Education Literature Appreciation Reading Instruction School Culture Teacher Role Writing (Composition) Although children's literature has emerged as a popular vehicle for fostering literacy development in elementary schools, few schools have a well-developed literature curriculum or have developed an articulated curriculum that differentiates between reading skills and literary understanding. To answer whether literature-based instruction means different things to different teachers, a study explored literature-based instruction in six schools that enrolled significant numbers of low-income students. District administrators were interviewed, as were 26 teachers. Twenty-eight other teachers agreed to both classroom-based interviews and classroom observation across the school year. Perhaps the most surprising finding was the lack of any substantial differences in the time allocated for reading and language arts instruction in schools with differing curriculum plans. Writing was not linked to reading, and students seemed to spend relatively little time composing. Although trade books were available, the range of complexity and genre was fairly restricted; most classrooms did not have an individual library. The most striking finding was the extent and breadth of change occurring in elementary schools, the literature-based curriculum being only a part of the larger movement. However, the most significant constraints to change were largely situated outside the classroom--in federal, state, and school-district offices. (Contains 52 references.) (TB) |
| format | Recurso educativo Open Access |
| id | eric_ED386731 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1995 |
| record_format | eric |
| spellingShingle | Patterns of Implementation of Literature-Based Curriculum. Report Series 1.14. Allington, Richard And Others Childrens Literature Classroom Research Curriculum Development Educational Change Educational Trends Elementary Education Literature Appreciation Reading Instruction School Culture Teacher Role Writing (Composition) Patterns of Implementation of Literature-Based Curriculum. Report Series 1.14. Allington, Richard And Others Childrens Literature Classroom Research Curriculum Development Educational Change Educational Trends Elementary Education Literature Appreciation Reading Instruction School Culture Teacher Role Writing (Composition) Although children's literature has emerged as a popular vehicle for fostering literacy development in elementary schools, few schools have a well-developed literature curriculum or have developed an articulated curriculum that differentiates between reading skills and literary understanding. To answer whether literature-based instruction means different things to different teachers, a study explored literature-based instruction in six schools that enrolled significant numbers of low-income students. District administrators were interviewed, as were 26 teachers. Twenty-eight other teachers agreed to both classroom-based interviews and classroom observation across the school year. Perhaps the most surprising finding was the lack of any substantial differences in the time allocated for reading and language arts instruction in schools with differing curriculum plans. Writing was not linked to reading, and students seemed to spend relatively little time composing. Although trade books were available, the range of complexity and genre was fairly restricted; most classrooms did not have an individual library. The most striking finding was the extent and breadth of change occurring in elementary schools, the literature-based curriculum being only a part of the larger movement. However, the most significant constraints to change were largely situated outside the classroom--in federal, state, and school-district offices. (Contains 52 references.) (TB) |
| title | Patterns of Implementation of Literature-Based Curriculum. Report Series 1.14. |
| topic | Childrens Literature Classroom Research Curriculum Development Educational Change Educational Trends Elementary Education Literature Appreciation Reading Instruction School Culture Teacher Role Writing (Composition) |
| url | https://eric.ed.gov/?id=ED386731 |