Teaching Inside a Mandated Program
| dc.contributor.advisor | Manning, Andrew | |
| dc.contributor.author | Costello, David | |
| dc.date.accessioned | 2012-05-01T18:59:54Z | |
| dc.date.available | 2012-05-01T18:59:54Z | |
| dc.date.issued | 2011-01-25 | |
| dc.description.abstract | 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. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10587/1146 | |
| dc.language.iso | en | en_US |
| dc.title | Teaching Inside a Mandated Program | en_US |
| dc.type | Thesis | en_US |