Analyzing "Inconsistencies" in Practice: Teachers' Continued Use of Round Robin Reading

Autor/inn/en	Ash, Gwynne Ellen; Kuhn, Melanie R.; Walpole, Sharon
Titel	Analyzing "Inconsistencies" in Practice: Teachers' Continued Use of Round Robin Reading
Quelle	In: Reading & Writing Quarterly, 25 (2009) 1, S.87-103 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Oral Reading; Teacher Attitudes; Classroom Techniques; Teaching Methods; Teacher Effectiveness; Pedagogical Content Knowledge; Theory Practice Relationship; Adoption (Ideas); Traditionalism; Role Models; United States + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lehrerverhalten; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Theorie-Praxis-Beziehung; Ideas; Ideenfindung; Traditionalismus; Identifikationsfigur; USA
Abstract	This study analyzed in-service teachers' and literacy coaches' perceptions of Round Robin Reading to begin developing an understanding of the persistence of this practice in public schools in the United States. Surveying 80 teachers and 27 literacy coaches using an open-ended instrument, we found that many teachers continued to use Round Robin Reading for a variety of reasons. Teacher-given reasons for using Round Robin Reading included covering content, managing classroom behavior, improving fluency, and assessing students' literacy development. Distinct differences in knowledge of fluency research were identified in teachers who used and did not use Round Robin Reading in their teaching. Based on this research, we consider that professional development aimed at supplanting Round Robin Reading in instruction and focused on meeting teachers' instructional goals is essential; it appears that simply reviewing research that indicates Round Robin Reading is an ineffective practice is insufficient, in and of itself, to change practice. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10