Teaching Inside a Mandated Program
This thesis examines the impact of mandated literacy practices on teaching and student learning. The methodology employed was qualitative teacher research and data was collected over ten months. A research journal was used to record and reflect on data on a daily basis. The recurring themes within the journal were Reading Levels, Running Records and Guided Reading. The data was analyzed through a Foucauldian lens and also through the lens of reading theory (Direct Instruction and Whole Language). The discursive practices within reading instruction were shown to have a significant impact on students‟ perceptions of reading and learning. The research also illustrated the effect that mandated reading programs have on the decision-making ability of the teacher and the student.