Teacher Epistemology and Practice: Enactments in the Elementary Language Arts Classroom.

A study investigated how literature-based reading/language arts materials were being used in two exemplary third/fourth grade combination classes, the influence of teacher epistemology on classroom instruction, and whether teachers were enacting the whole language emphasis mandated by the state. One of the two partiipating teachers had over 20 years experience and the other had 3 yearn experience in a large southern California urban school district. Data sources included: classroom observations and videotapes of the language arts segments of the school day 2 days per week for 3 co%secutive weeks; interviews with six students from each class; and reading and writing attitude measures. Results indicated that: (1) each teacher had coherent theories of how reading should be taught, and used theory to guide her practice; (2) both teachers appeared to be integrating the language arts as envisioned by California's English/Language Arts Framework, but the textbook was the preeminent authority; (3) fewer worksheets and workbook assignments were given, and more authentic skills-based assignments were generated, than has been shown to be the case in past studies; (4) both teachers felt free to construct curriculum for their students; (5) reading and writing attitudes of the students were generally positive; and (6) collaborative learning was common in both classes, but there was still much lecturing and recitation. Findings suggest that both of the teachers studied have epistemological stances that are far from a constructivist epistemology of teaching and militate against the tenets of whole language. Two teacher-generated figures representing their conceptions of classrooms, and a preliminary model of teacher epistemological stance are attached. (Contains 62 references.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Teacher Epistemology and Practice: Enactments in the Elementary Language Arts Classroom Dana L. Grisham University of California, -Riverside PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).U.S. DEPARTMENT OF EDUCAION Office of Educational Research and imp .ovement EDUCATIONAL RESOURCES INFORI 4ATICN CENTER (ERIC1 Pills document has been reproduced as received from the person or organization originating it C Minor changes have been made to improve reproduction chrlity Points of view or opinions stated in this document do not necessarily represent official OERI position or policy Paper presented at the Annual Meeting of the National Reading Conference December 2-6, 1992 San Antonio, Texas