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Paradigms and research programs in the study of teaching: A contemporary perspective

01/1986;
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    ABSTRACT: CIERA Inquiry 1: Reader and Text Should beginning reading instruction be literature-based or skill-based? Should the language in texts be highly literary or highly decodable? Educators and politicians in Texas have played significant roles in pushing early reading instruction from one extreme position to another through shifts in textbook adoption requirements (Farr, Tulley, and Powell, 1987). These policy actions are shaping a national curriculum for reading. The cur-rent study looks at changes in texts for beginning reading instruction that resulted from the Texas state mandates for more literature-based teaching practices and materials. We describe some of the ways in which these changes have influenced instructional practices. The report focuses on the Texas state basal reading adoption for the year 2000 and the impact of these new mandates on program features.
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    ABSTRACT: 2 carrillo@uhu.es 3 landero@uhu.es 1. Theoretical framework Understanding teaching implies an understanding of the thinking and action of the teacher (Shulman, 1986), this leading to a fuller understanding when these two domains are studied together and each is examined in relation to the other. There are several ways to understand the teacher's thought and action. For instance the teaching modelisation (Schoenfeld, 1998, Monteiro, 2006) enables the study of teacher's thoughts from its cognition (believes, knowledge, goals) and actions, which in turn are derived from scripts, acting altogether. Scripts correspond to sequences of actions in a specific context, likewise standardised and routinised, which is conceptually marked. People have at their disposal thousands of very personal scripts (Schank & Abelson, 1995) which they put to daily use, reducing the demands on their processing capacity. The awareness of the scripts by teachers is of a crucial importance when reflecting about their practice and may lead to an improvement in their teaching actions.
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    ABSTRACT: When we conceptualize and undertake new research projects, a number of the associated activities require us to take on the role of an historian: there is historical research to do. Those activities include determining whether there is a compelling case for embarking on the project in the light of previous research, making design decisions that take into account those made in the past by other researchers and considering the contribution of our findings to existing knowledge. The extensiveness as well as depth of our knowledge of what has come before is a key determinant of the quality of these activities. In this article, I report on a self-study of this aspect of my own research, which I draw on to identify challenges to doing this historical work well and as a foundation for proposing initiatives that could both re-value and improve this aspect of our research.
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