A study of teacher-researcher collaboration on reading instruction for Chapter one students

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dc.contributor.authorMagalhaes, Maria Cecilia Camargoen
dc.contributor.committeechairLalik, Rosary V.en
dc.contributor.committeememberNiles, Jerome A.en
dc.contributor.committeememberZeskind, Philip Sanforden
dc.contributor.committeememberWildman, Terry M.en
dc.contributor.committeememberWeber, Larry J.en
dc.contributor.committeememberMurphy, Susan B.en
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2014-03-14T21:21:35Zen
dc.date.adate2005-10-19en
dc.date.available2014-03-14T21:21:35Zen
dc.date.issued1990-01-15en
dc.date.rdate2005-10-19en
dc.date.sdate2005-10-19en
dc.description.abstractThis study examines a collaborative endeavor in which a Chapter One teacher and a researcher 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-grade 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.en
dc.description.degreeEd. D.en
dc.format.extentvii, 274 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10192005-113334en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10192005-113334/en
dc.identifier.urihttp://hdl.handle.net/10919/39989en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1990.M332.pdfen
dc.relation.isformatofOCLC# 21573139en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1990.M332en
dc.subject.lcshReading (Elementary)en
dc.subject.lcshReading -- Researchen
dc.titleA study of teacher-researcher collaboration on reading instruction for Chapter one studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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