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Teachers' Theoretical Orientations toward Reading and Pupil Control Ideology: A National Survey.
Peer reviewed Peer reviewed
Morrison, Timothy G.; Wilcox, Brad; Madrigal, J. L.; Roberts, Susan; Hintze, Eric – Reading Research and Instruction, 1999
Examines relationships between 418 elementary school teachers' theoretical beliefs toward reading instruction and their attitudes about pupil control. Uses the Theoretical Orientation to Reading Profile (TORP) and the Pupil Control Ideology Form (PCI) for data collection. Finds as teachers' scores moved toward the whole language end of the TORP…
Descriptors: Classroom Environment, Elementary Education, National Surveys, Phonics
Whole Language Teaching as Practiced by Kindergarten Teachers.
Peer reviewed Peer reviewed
Kostelnik, Joyce L.; Taylor, Johnna; Black, Frank S. – Reading Research and Instruction, 1998
Focuses on the teaching behavior of a small sample of rural self-described whole-language kindergarten teachers to determine consistency level between their perceptions of whole-language teaching and whether whole-language concepts were applied to their classroom instruction. Indicates many teachers were unable or unwilling to incorporate many of…
Descriptors: Classroom Research, Classroom Techniques, Instructional Innovation, Kindergarten
Whole Language Practices in First Grade Reading Instruction.
Peer reviewed Peer reviewed
Hollingsworth, Paul M.; And Others – Reading Research and Instruction, 1990
Examines the degree to which whole language practices have become a part of reading instruction offered by first grade teachers in six school districts. Finds that teachers spent less than 10 percent of the reading instructional time engaged in practices which could be considered in agreement with whole language theory. (MG)
Descriptors: Classroom Environment, Grade 1, Instructional Effectiveness, Primary Education