The impact of collaboration in interactive reading settings

The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams fr...

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Bibliographic Details
Published in:Forum on public policy 2007-06, Vol.2007 (3)
Main Authors: Steward, Frances Ann, Hebert, Sandra, Cheek, Jr., Earl H
Format: Article
Language:English
Subjects:
Autobiographies
Cooperative Planning
Creativity
Elementary School Teachers
Faculty Development
Graduate Study
Illinois
Interaction
Louisiana
Mentors
Professional Identity
Reading Assignments
Reading Instruction
Reflection
Teacher Collaboration
Teaching Methods
Teamwork
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Summary:The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams from Honduras Elementary School, Houma, Louisiana, U.S.A. then practitioners' assignments from the Western Illinois University Moline, IL USA reading course, Teaching Reading in the Elementary School. In the graduate reading course, Teaching Reading in the Elementary School, students participated in required projects, reading assignments, and interactive settings to link to concepts. Several individual and group requirements provided opportunities for personal, academic, and experiential interaction: (1) Reflective written responses, (2) Functional reading creativity, (3) Autobiographical text, and (4) Strategic teaching. The functional reading connections were analyzed quantitatively with nominal and numeric data in grouped frequency polygons.
ISSN:1556-763X
1938-9809