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Understanding teachers’ experiences in transitioning from a reading test preparation approach to a whole novel approach : a narrative case study.
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Abstract:
Reading instruction in Texas has shifted due to pressure from high-stakes assessments that put a curricular focus on test preparation. Teachers create mini lessons in reading with passages and questions to prepare students to correctly answer The State of Texas Assessments of Academic Readiness (STAAR) questions. Sacks (2013) shares, “…the mental frameworks of the testing culture become damaging when we build our practices on them” (p. 15). Test-centric literacy unintentionally teaches students the point of reading is to answer multiple-choice questions when the actual purpose of reading is “real comprehension…thinking, learning, and expanding a reader’s knowledge and horizons” (Hutchins & Zimmerman, 2003, p. 7). Test preparation focused instruction mistakenly shifts the focus to solely the best one of four answer choices. This narrative case study followed middle school reading teachers’ experiences moving from solely teaching test review passages that mimicked STAAR multiple-choice questions to implementing the Whole Novel Approach (WNA). This new instructional approach was student-centered and fostered an understanding of literature through novel studies that enhanced critical thinking (Sacks, 2013). Students engaged in literary discussions with their peers, and teachers facilitated learning instead of directing the learning. By studying this change to the WNA, I answered the primary and secondary research questions: How did reading teachers describe their experiences in a district-initiated transition from test-centric literacy instruction to the WNA? After three years of participating in the WNA, what were the most significant changes the reading teachers encountered throughout the process? The goal was to see this transition through the teachers’ eyes to understand how teachers moved through this change. I used the Emerging Change Model (ECM) as a lens to improve curricular reform. This study highlights several important considerations administrators can make to improve the process of curricular change for teachers that facilitates lasting improvements. Two key findings were to introduce the curricular change the previous year so teachers had time to practice the approach and to utilize the time for teachers to take part in reflective dialogue with administrators so the team could create solutions before the full implementation.
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Keyword:
Whole novel approach. Test centric literacy
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URL: https://hdl.handle.net/2104/11746
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| 2 |
(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators
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In: Berkeley Review of Education, vol 11, iss 1 (2022)
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The use of online translators by students not enrolled in a professional translation program: beyond copying and pasting for a professional use
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In: EAMT2022 (European Association for Machine Translation) ; https://hal.archives-ouvertes.fr/hal-03656029 ; EAMT2022 (European Association for Machine Translation), Jun 2022, Ghent, Belgium ; https://eamt2022.com/ (2022)
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| 4 |
The use of MT by undergraduate translation students for different learning tasks
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In: https://hal.archives-ouvertes.fr/hal-03547415 ; 2022 (2022)
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| 5 |
NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
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In: TESOL in Context (2022)
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| 6 |
The Experiences of Migrant Job Seekers, Looking for Work Online ...
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| 7 |
Translation literacy in additional language learning : closing the conceptual divide between translation and language education ...
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Massey, Gary. - : Vereinigung für Angewandte Linguistik in der Schweiz, 2022
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Große Hoffnungen, große Hürden : Der Einfluss von bilingualem Lernen im außerschulischen Lernort Labor auf Leistung, Verständnis, Selbstkonzept, und Kreativität ...
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THE DIFFICULTIES OF USING THE COMMUNICATIVE METHOD AND THE COGNITIVE ADVANTAGE OF BILINGUAL STUDENTS IN TEACHING A FOREIGN LANGUAGE ...
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| 10 |
Maschinelle Übersetzung (MT) für den Notfall : Ratgeber zum Einsatz von MT Tools für die Kommunikation mit Flüchtlingen aus der Ukraine ...
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| 11 |
Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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| 12 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 13 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 14 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 19 |
An inquiry into the development of critical text creators: Teaching grammar in the primary years ...
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| 20 |
TEACHING CHINESE LEARNERS THROUGH THE COMMUNICATIVE METHOD ...
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