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Eighth grade reading curriculum: How...

Miller, Jennifer.

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Eighth grade reading curriculum: How teachers make choices .

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Eighth grade reading curriculum: How teachers make choices ./
Author:	Miller, Jennifer.
Description:	229 p.
Notes:	Advisers: Nancy Padak; Timothy Rasinski.
Contained By:	Dissertation Abstracts International68-10A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3286854
ISBN:	9780549292753

Eighth grade reading curriculum: How teachers make choices .
Miller, Jennifer.

Eighth grade reading curriculum: How teachers make choices . - 229 p.

Advisers: Nancy Padak; Timothy Rasinski.

Thesis (Ph.D.)--Kent State University, 2007.

This qualitative study examined the influences on teachers' decision making when structuring eighth grade reading/language arts curriculum and their choices of reading material and accompanying activities. Nineteen teachers in six school districts participated. Data collection consisted of a pre-interview questionnaire, interviews, and additional data from public information such as local school report card ratings from the state of Ohio and Ohio data from the National Assessment of Educational Progress for comparison data.

ISBN: 9780549292753Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Eighth grade reading curriculum: How teachers make choices .
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020 $a 9780549292753
035 $a (UMI)AAI3286854
035 $a AAI3286854
040 $a UMI $c UMI
100 1 $a Miller, Jennifer. $3 876443
245 1 0 $a Eighth grade reading curriculum: How teachers make choices .
300 $a 229 p.
500 $a Advisers: Nancy Padak; Timothy Rasinski.
500 $a Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4183.
502 $a Thesis (Ph.D.)--Kent State University, 2007.
520 $a This qualitative study examined the influences on teachers' decision making when structuring eighth grade reading/language arts curriculum and their choices of reading material and accompanying activities. Nineteen teachers in six school districts participated. Data collection consisted of a pre-interview questionnaire, interviews, and additional data from public information such as local school report card ratings from the state of Ohio and Ohio data from the National Assessment of Educational Progress for comparison data.
520 $a The research questions that guided this study were: (1) What factors do eighth grade reading/language arts teachers cite as influences on their choices of reading material and activities? (2) How are eighth grade reading/language arts teachers making those decisions at the classroom level? What is the structure for curriculum decision making in the district? (3) What do eighth grade reading/language arts teachers ask students to read for instruction in reading/language arts? (4) What kinds of activities are eighth grade reading/language arts teachers asking students to do with that reading material? (5) When, where, and how are eighth grade reading/language arts teachers allowing students to make choices of reading material and activities? (6) How have eighth grade reading/language arts teachers' decisions changes over time?
520 $a Data analysis resulted in an interpretive theory that the Ohio Academic Content Standards English Language Arts and the Ohio Achievement Test are the driving forces in curriculum decision making. Teachers are using the standards, district curriculum maps and book lists, student interest, teacher interest, and availability of materials to decide what to ask students to read and do with the end goal being success on the achievement test. When teachers are feeling pressure from the district leadership to raise test scores, they are including a focus on skills for the test such as modeling questions, practice writing extended responses, and using practice tests. Most teachers do not feel that they can relinquish control in the curriculum to allow students to have many choices over reading materials and activities. The primary areas of student choice in reading material were in independent sustained silent reading and when doing projects such as research or book reports.
590 $a School code: 0101.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Reading. $3 1017790
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690 $a 0727
710 2 $a Kent State University. $3 1017419
773 0 $t Dissertation Abstracts International $g 68-10A.
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790 1 0 $a Padak, Nancy, $e advisor
790 1 0 $a Rasinski, Timothy, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3286854