Document Type

Conference Proceeding




This study used ethnographic participant observation methods to analyze weekly teaching in five third grade urban classrooms. The theoretical background included the National Reading Panel and the RAND Reading Study Group’s advocacy of comprehension strategies and concern that strategies are taught for their own sake rather than for learning content. Data included student artifacts (notes on science trade books and interviews) and researcher artifacts (lesson plans, teaching charts, and field notes. Analysis included constant comparison of data and coding until saturation. Results showed that students learned content and strategies but upset teachers with noise during discussion, alleviated through structured procedures.

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