Korean Language Arts Teachers’ Beliefs and Classroom Practices in Teaching Reading

2021 ◽  
Vol 174 ◽  
pp. 203-231
Author(s):  
Hyesun Paik ◽  
Sangho Pang
Keyword(s):  
Language Arts ◽  
Classroom Practices ◽  
Teaching Reading ◽  
Korean Language ◽  
Language Arts Teachers ◽  
Teachers Beliefs ◽  
Arts Teachers

Contexts Matter: Two Teachers' Language Arts Instruction in this High-stakes Era

2009 ◽  
Vol 41 (3) ◽  
pp. 354-391 ◽  
Author(s):  
Caitlin McMunn Dooley ◽  
Lori Czop Assaf
Keyword(s):  
Language Arts ◽  
Urban School ◽  
High Stakes ◽  
Benchmark Assessments ◽  
Language Arts Teachers ◽  
School Year ◽  
Language Arts Instruction ◽  
Teachers Beliefs ◽  
Arts Teachers ◽  
Cross Case Analysis

This retrospective cross-case analysis compares two fourth-grade language arts teachers' beliefs and practices as they respond to an influx of high-stakes tests, including district-mandated benchmark testing systems. One teacher works in a suburban school, the other in an urban school. Results from the study show that the teachers' beliefs about literacy instruction are somewhat similar. Both teachers believed that creating a text-rich atmosphere engages students' interests, social interactions around texts aid comprehension, and “best practices” such as guided reading and literature discussions are useful methods. Both teachers harshly criticized the continuous barrage of tests in their district (between 10 and 17 district-mandated benchmark assessments per nine-month school year). However, their practices differed dramatically and created inequitable educational opportunities. Students in the suburban setting spent more time socially constructing knowledge about texts, themes, and topics while students in the urban school spent more time individually practicing the skills necessary to achieve understanding of a text's inherent meaning. Results from the study suggest that research on the influence of high-stakes assessments should go beyond surveys or interview statements of knowledge and should investigate teachers' practices in contexts where evidence of inequity may present itself.

scholarly journals State educational agencies in an uncertain environment: Understanding state provided networks of English Language Arts curricular resources

2020 ◽  
Vol 28 ◽  
pp. 125
Author(s):  
Serena J. Salloum ◽  
Emily M. Hodge ◽  
Susanna L. Benko
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Quadratic Assignment ◽  
Data Set ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Arts Teachers ◽  
Organizational Ties ◽  
State Educational

Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer Rowan, 1977) and isomorphism specifically (DiMaggio Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 state-provided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision.

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