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Bài trích
Nhan đề: First-grade teachers’ perception and implementation of a semi-scripted reading curriculum /

Tác giả CN	Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
Nhan đề	First-grade teachers’ perception and implementation of a semi-scripted reading curriculum / Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
Thông tin xuất bản	2012
Mô tả vật lý	p. 77-90
Tóm tắt	A teacher’s role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers’ per¬ception and implementation of a state’s English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were observed during the 90-minute literacy instruction block for four weeks each using Spradley’s De¬velopmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini¬mally supported in professional development for using the curriculum; (b) they often ventured beyond the scope of the curriculum in resource usage; and (c) their planning was eased with the adoption of a semi-scripted curriculum. Furthermore, this sampling of first-grade teachers implemented English Language Arts curriculum through integrat¬ing both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike
Thuật ngữ chủ đề	Ngôn ngữ-TVĐHHN.
Từ khóa tự do	Curriculum.
Từ khóa tự do	Classroom literacy.
Từ khóa tự do	Elementary education.
Tác giả(bs) CN	Cheek Jr., Earl H.
Tác giả(bs) CN	Fetters, Carol.
Tác giả(bs) CN	Ortlieb, Evan.
Tác giả(bs) CN	Pate, Roberta Simnacher.
Nguồn trích	Language and education- 2012, Vol26, N.5


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100	1\|aMary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
245	10\|aFirst-grade teachers’ perception and implementation of a semi-scripted reading curriculum /\|cMary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
260	\|c2012
300	\|ap. 77-90
362	0\|aVol. 26 (January 2012)
520	\|aA teacher’s role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers’ per¬ception and implementation of a state’s English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were observed during the 90-minute literacy instruction block for four weeks each using Spradley’s De¬velopmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini¬mally supported in professional development for using the curriculum; (b) they often ventured beyond the scope of the curriculum in resource usage; and (c) their planning was eased with the adoption of a semi-scripted curriculum. Furthermore, this sampling of first-grade teachers implemented English Language Arts curriculum through integrat¬ing both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike
650	17\|aNgôn ngữ\|2TVĐHHN.
653	\|aCurriculum.
653	0\|aClassroom literacy.
653	0 \|aElementary education.
700	1\|aCheek Jr., Earl H.
700	1\|aFetters, Carol.
700	1\|aOrtlieb, Evan.
700	1\|aPate, Roberta Simnacher.
773	0\|tLanguage and education\|g2012, Vol26, N.5
890	\|a0\|b0\|c0\|d0

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