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Upper elementary teachers' knowledge...

Condie, Cami.

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Upper elementary teachers' knowledge for teaching informational text comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Upper elementary teachers' knowledge for teaching informational text comprehension./
作者:	Condie, Cami.
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662714
ISBN:	9781321692297

Upper elementary teachers' knowledge for teaching informational text comprehension.
Condie, Cami.

Upper elementary teachers' knowledge for teaching informational text comprehension. - 178 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Boston University, 2014.

This study described the knowledge upper elementary teachers used to teach students to comprehend informational text comprehension. Teachers were observed for two lessons and participated in interviews following each observation. During the interviews, teacher-participants described how they planned for the lesson and recalled their thinking as they watched segments of their video recorded lesson. Analysis focused on seven knowledge domains adapted from the literature on teacher knowledge, namely Knowledge of Students, Knowledge of Reading, Knowledge of the Genre of Informational Text, Knowledge of General Teaching Practices, Knowledge of Context, Knowledge of Curriculum, and Knowledge of Topical Content. Analysis of teachers' interviews led to four major findings: first, for some teachers, Knowledge of Students was well-developed, and in turn, influential in their instructional decision-making; second, for others, Knowledge of Context was well-developed and influential, but, in this study, Knowledge of Context was primarily related to test accountability; third, content knowledge and pedagogical content knowledge related to teaching comprehension of informational texts were, at times, incomplete; and fourth, there was wide variability how teachers applied their pedagogical content knowledge related to the authenticity of the literacy knowledge goals and the topical knowledge goals.

ISBN: 9781321692297Subjects--Topical Terms:

2122756
Reading instruction.

Upper elementary teachers' knowledge for teaching informational text comprehension.
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500 $a Adviser: Jeanne Paratore.
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520 $a This study described the knowledge upper elementary teachers used to teach students to comprehend informational text comprehension. Teachers were observed for two lessons and participated in interviews following each observation. During the interviews, teacher-participants described how they planned for the lesson and recalled their thinking as they watched segments of their video recorded lesson. Analysis focused on seven knowledge domains adapted from the literature on teacher knowledge, namely Knowledge of Students, Knowledge of Reading, Knowledge of the Genre of Informational Text, Knowledge of General Teaching Practices, Knowledge of Context, Knowledge of Curriculum, and Knowledge of Topical Content. Analysis of teachers' interviews led to four major findings: first, for some teachers, Knowledge of Students was well-developed, and in turn, influential in their instructional decision-making; second, for others, Knowledge of Context was well-developed and influential, but, in this study, Knowledge of Context was primarily related to test accountability; third, content knowledge and pedagogical content knowledge related to teaching comprehension of informational texts were, at times, incomplete; and fourth, there was wide variability how teachers applied their pedagogical content knowledge related to the authenticity of the literacy knowledge goals and the topical knowledge goals.
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