..,|>.~ . ‘ ‘.n,4’ . mm“ .' {film .. '~.‘.‘\M'*Ty.¢ ' ',.1 A? OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place in book return to ream: charge from circu'lation recur A DESCRIPTIVE STUDY OF HOW THREE TEACHERS DEVELOPED AND MODIFIED THEIR READING CONCEPTIONS OVER TIME BY Luthene Bruinsma Chappell A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary Education 1980 ABSTRACT A DESCRIPTIVE STUDY OF HOW THREE TEACHERS DEVELOPED AND MODIFIED THEIR READING CONCEPTIONS OVER TIME BY Luthene Bruinsma Chappell Studies are being conducted which identify teachers' conceptions of reading, but none was found which focused on the way teachers' conceptions are developed and modified. As a consequence, the purpose of this study was to describe how teachers' conceptions of reading are developed and modified over time and to generate hypotheses concerning these conceptual changes. The definition for conceptions of reading was taken from the writings of Buike and Duffy who defined them as "the sum of the statements which the teacher offers as an explanation for the decisions he/she makes about teaching (particularly in reading)." The field study utilized classroom observations, formal and informal interviews and a card-sort instrument. To analyze the data, content analysis was used. Descriptions and categories of the teachers' conceptions of reading were developed. Then the Luthene Bruinsma Chappell modifications of these conceptions were noted. Finally, the sources of these changes were identified and recorded. Following the data collection, the content was reviewed and analyzed to answer the three research questions: 1. What are the conceptions of reading held by the teachers under study? 2. How do teachers believe their conceptions of reading were developed and modified over time? 3. What do teachers believe to be the signif- icant sources of their conception change? Based on the analysis of the data, it was discovered that teachers did have reading conceptions in varying degrees of strength and two of the three teachers had multiple conceptions of teaching and read- ing. Furthermore, it was discovered that the teachers modified their conceptions over time to varying degrees. Finally, it was found that the teachers believed differing sources triggered their conceptual development and change. An analysis of the card-sort responses revealed that the majority of the data regard— ing teachers' beliefs about their reading conceptions and the sources of conception development and change were confirmed. Several hypotheses were generated based on the descriptive data. Hypotheses concerning the teachers' “a. l '4... u I ..-F 1 ”4‘“ IV“ I..— . . .IA‘ - tux- Q on. a. In“... ' O . O‘~ l "A- .. 'nu -~ ~ u... 5-— o'_‘ U.L b: ~S ‘n. O ““ Luthene Bruinsma Chappell conceptual development and change included the follow- ing: (1) teachers base their conceptual change on a change in their reading instructional materials; (2) teachers, regardless of conceptual change, tend not to revise their beliefs about instructional grouping and evaluation; (3) teachers who develop and change to a greater degree make more independent instructional decisions; and (4) teachers who are more confident in their teaching ability deve10p and change their reading conceptions to a greater degree. Hypotheses regarding the sources of change included: (1) experience is the most influential source of change among teachers; (2) teacher training courses, without a field experience component, may not be valued as pertinent to teaching reading; (3) reading theory is not a verbalized source of change for teachers, and (4) school system con- straints have limited influence on teacher conceptions. Speculations were made beyond the data in order to suggest answers to new questions for which there was limited evidence. Speculations were made concerning (1) why teacher education is labeled "irrelevant" by practicing teachers, (2) why one teacher consistently stated that her teacher training was worthwhile despite conflicting operational data, and (3) why conceptions change in substance and/or focus. Luthene Bruinsma Chappell Implications were drawn from the descriptive Huom mmmstMH H m m m was wchme “Om manstm o£m\mn EmmHmanucm one .mchmmu :wn3 was >HHmuo nuon .mmcmm momsmcmH umn\ch CH mBOSm m£m\m£ mocmuomeoo one m N v w .couoHano mm: mnm\m: mHm>mH Hmmmn mo Hones: one e w m m .usmHm we m3ocx o£m\os mpnoz mo Hones: one m m H H .pmcnmmH mm: wnm\ms mHHme mo Hones: one m H m m ammo» snow Damage amuH ucmmmua numupnm umH 30m .concwEHa :oHumsHm>m mchuommm met Honomma Eoum noncommmmII.v MHmHB 80 .pumo mumem I .cmeHHno may on HmcoHu Im>Hu0E can ummHmHCH mo mum umnu mHmHHoumz H m m m .oum .muommmm3m: .mmcHNmomE .mxoon xumHnHH mm £09m oMHH Hmou :H com: mum use» mHMHHmumz N v m m .cmupHHso mo mcumuumm mmwsmcmH Hmusumc on» muoonmu m H v v noHn3 no :muuHuk m>ms cmuvHHno SOan HMHuoumZ .suHsoHMMHp :H 666666 sHHsm Imumo mum umsu mcoHuomHmm wchmmu m>Huomuuu¢ v m m H .mHHme mchmmH mcHsummH CH mocmumHmmm new Susan mpH>oum awn» mHMHumumz m m H m whom» Mam» panama smuH ucmmmua aumupam umH 30m .concoEHo mHMHuopmz mcHoummmm «0* Honomme Bosh noncommmMII.m mqméa 81 .cumo wumEm I I I I .muHHHnm mchmmu Homo Hmn\mHm m H H H .mchmmu m m m m mchumme mopsuHuum can mummumucH Hmc\mHm .cmHHmcm mo kHMHsnmoo> v m m w can mcumuumm momsmCMH on» NO pcmafioo um:\mHm .Hm>mH mchmmu HmcoHuosuumcH Hon\mHm H m N N .mmmmocxmmSImnumcmuum mHHme mchmoH Hon\mHm N v e m mummy How» unmsma 53H £8636 numuppm 06H 30: .aoncmaHQ osHmsouw mchummom No* Honomoe Eonm mmeOQQOIi.meqmHuom OOHuomum m m v m .mchmmu cum3ou mvsuHuum o>HuHmom m was OCHomoH cH umououcH mummuo ou pmcmHmmp mmHuH>Huo¢ H m m m .mmmnmcmH mo mucmEmHm mchmmHImcmewmm ImcchHsu on» mmumuomuoocH £OH£3 :oHuosuumcH e v m v .meHumumE possum nonuo no mHmmmn mo mchme popHsqumnomma m m m H .concmsmHefioo was coHuH: Imoomn puoz mo mHHme Hmucmemocsm on» mchummH m H H m whom» Hum» Havana o comm“ a pH u a gumnpcm umH so: .GOHmcmEHo mmHuH>Huo¢ mchummom mo: Honomwe Eoum noncommoMII.h mqmde 83 .muosv wmeInozommBe 4:.MGGSOH mm mEHu nose mm cw>Hm mum moan Hoom on com: mnopmum umuHm .Eouuon ms» nu oEHu nose mm com: mucoc Isum mo» one .oEHu mo unsoam oEmm on» >Hnmmc mcomuw>m o>Hm on any H .HmspH>Hp:H an 6H pHHno sum>m= .pumo spasm H I I I .muopmou oHnm umoe one I N N v .muopmou monum>m m>onm one I N N m .muwpmwu omnum>m one I N N N .muopmmn mHnm ummmH was I H H H .concoEHo Hw>mH SHHHHQN msHpHmmom No* umnomoa Eonm noncommmmII.m mamfla .oumo apnea I I I I .cnoz saocxcs on» canons Auxmucoo onuv mommunm can mpnos on» mm: H H v v .Auxwucoo can mOHsosmv mocmucmm may no uxoucoo on» 4 m m m m 8 cam pnoz :3osxca 0:» mo HOHDOH pmHHm on» own .Hpuo3 uanmv puoz osv um xOOH w v H N .AmoHcosac use who: may venom m m m H name» use» unmsma smuH ucmmmum aumupcm umH 36: .GOHmcmEHo mumEoum coHuHcmoowm UHOB mchuwmmm Now Honomoa Eoum momGOQmmmII.m MHmda 85 .puso madam I I I I .concmanmEoo m>Hpsmuo was HsoHuHuo so mHmscmEm H H N v .concmnoumfioo HsHucmuomaH co mHmssmEm N N m m HHmowu m m H H Hssuosm was concwnoumEoo HsumuHH so mHmsnmEm .coHuHcmoomu pno3 co mHmsnmEo ou pousmfioo cm£3 :oncmanmEoo co mHmsnmEm o: no mHuuHH v v v N muss» Hsmw unease cmm H smpH u m a numupcm umH 36m .concmEHo concmzmHeEou mchHsomm No* Honoswe Eoum noncommmMIIAZHMHmHuoe on pHsonm pHHno may o>mHHwQ H: .Uuso huQEm H m m I .mmschnomu huHsgCH u0\ccs :oHusHonxw mmsamcsH .mHsHuouse mcHsoswu IMHmm .mumucmo ucwpcmmmch nmsonnu mo>Hmm I865» an cusmH ou mHHmsm 3oHHs 0H905m mumnoswa .momHus 6mm: may ms ch0 mcm>umusH pHsonm was G30 HHmnu :0 cust Gso cmucHHno m N m m mumzz ucmficouH>cm cs wusmno pHsonm umnosmu was .mcoHs mm>OE sommmH may ms mochHsm was mocsumHmms m©H>oum pas mHHsU mmmumoum HHmnu :o Homno .HsHHmusE mchsmH UHmsn N H N N mchsmH CH cmeHHao msHsm UHsosm Hwnosmu was .mcHUsmH :H coHuosuumcH Houucoo was musHuHcH pHsonm was m m H H uneasy ma 0» mH usn3 mpHomp pHsonm umnosmu 0:9 musmw Hsmw accuse 28; £833 numuscm umH 30m .concoEHa mHom HscoHuosuumcH mchHsmwm NOH Hwnosma Eoum mmmsommmmII.HH mqmma 87 of reading. Once again the responses were made in order of importance; therefore, the source labeled number one is deemed by that teacher as the most influential source. TABLE 12.-—Responses From Teacher #02 Regarding Sources of Conceptual Change. Response Item 1 Experience 6 Other teachers 3-4 Teacher training 5 School system constraints 3-4 Early education 2 Professional literature Confirmation Data The confirmation data will be presented in two sections. First, a comparison of the card-sort results and the field data will be presented. Second, the field findings which were not confirmed will be discussed. 88 Comparison Data The comparison of the field data and the card- sort confirmation data are presented in Tables 13 and 14. Table 13 presents the comparisons concerning the eight dimensions of reading. The table includes whether the card-sort data confirms the field data regarding the dimensions. Each dimension is compared according to how the teacher believed she was taught to read, how she taught reading her first year of teaching, her second through fifth years of teaching and how she presently teaches reading. Table 14 compares the field data and card-sort data as they relate to the various significant sources of conceptual change. Discussion The interview data gave evidence regarding the development and modification of Teacher #02's concep— tions of reading. The card-sort data confirmed the majority of the beliefs she said she held about her reading conceptions and the sources which impacted upon these conceptions. However, nine of the card-sort items did not confirm the findings from the interview data. The following is a discussion of the confirmed and non- confirmed data. 89 coauHucooca u I +L vOIuHusou u \ + 6866 UHOWIUHIU I WU CC mama UHOHL I L c nexus coHnHooo uoHHouucou uoHH0uucou usHao .uous>Huo: u uses: >uHuozust a noxsz :sHusu 0H0: .uous>Huox .osHau ooHso osHao :oHuHoon a osHso :oHnHuoo IHuozua< HscoHuosuumcu accHx nucHx HHN asluuomlH HH< .ucsu oucououcu .usauuoaln anssmEfi nvcHx >u0> uscHx Iuoaln >uo> a HsuHuHuU >u0> uHuuHH auoum nevut HHt .ouglou HH< coH-cosounloo .Hsuoqu .ounloo .HsuouHA acoHuuoso coanonouesoo uxoucou 6». a .38.... coco... sue: v.03 3983 .aoHcozm cocoa: uUHcozm cocoa: .cuo: sHHnu as Road as soon :oHuHcoouom .uxoucoo oHng was: .uxoucou vHHAU ass: as xooa was: noHsagm noHcosm who: H26... 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Hana Ii-Hnsnunu :H unououcn «HHwa nHHme a usual coup: uonm no non-32 ususo guaHu soHussHs>u 8 .H U .H 8 m t- :8 :— :oH-solHo acououm under :uuHqucooom and» unuHh uzossh 30: .No. nozocoa new acoHn:OIHa no conHusmIOUII.nH manta 90 \ o o mHsHumusz I N N mususumuHH Hsconmomoum \ wlm m :oHusoapm hHusm I m m mucHsuumcoo Emummm Hoonom \ va m mchHsuu Hmnosme I m w mumsosmu nmnuo \ H SH mocmHummxm 6%; M gem... .wmm .No* Hmnosws new GOmHHsmEOU mousomII.vH MHmHuos omssmnsH v N v N was mnHUsoH How manano onm\on EmsHmsnuno one .mansoH non3 was mHHsHo nuon .omnom omsswnsH Hon\mHn nH m3onm onm\on honouomeoo one m m m w .nouonEoo msn onm\on mHo>oH Hsmsn mo monasn one m m H H .uanm ha m3onx onm\on mpuo3 mo Hones: one H w m m .oonusoH msn onm\on mHHme mo Hones: one N H N m musow Hsow unmasa smuH summons sumusam umH 30m .nonnoEHa noHussHs>m mnHUHsmom woe Honosoa Eoum noncommoMII.mH manda 112 .Uuso humem I I I I .noupHHno onu on HsnoHu Is>Hu0E was umouounH mo ous usnu mHsHHousz v v v v .ono .muomsmmzon .monHNsmsE .mxoon waanHH ms noon owHH Hsou nH poms ous usnu mHsHHousz m m m m .nouoHHno mo mnuouusm omssonsH Hsususn onu muoonou m m m m noHn3 no nouuHu3 o>sn noHUHHno nOHn3 HsHHousz .spHsoHooHp cH possum sHHsm Iouso ous usnu mnoHuooHom mansou o>HuosHuu< H H H H .mHHme mansoH manHsoH nH oonsHmHmms pas mosum o©H>oum usnu mHsHHousz N N N N musow Hsow unmssa EouH unomoum numlpnN umH 30m .nonnoEHo mHsHHousE mnHUHsmom vow uonosoa Eonm noncommomII.mH mamfie 113 .onso apnea I I I I .muHHHns mnHUsoH Hsuo Hon\mHm H H H H .mnHosoH manusmoH mocsuHuus was mumouounH Hon\mHm .anchm mo musHsnsoo> pas mnuouusm omssmnsH onu mo onsEEoo Hon\mHm m m m m .Ho>oH mansoH HsnoHuosuumnH Hon\mHm m N N N .mommocnsozlmnumnouum mHHme mnHUsoH Hon\mH= N m m w musow Hsow unmssa EouH unomoum numIpnN umH 30m .nonnoEHo mnHmsouw manHsmom vo¢ uonosoe Eoum noncommomII.mH MHmNB 114 .Uuso human I I I I .mHHme mnHUsoH UHmsn on» mo own on» oUOEonm ou ooanmop moHuH>Huos ooHuosum N N m m .mnHosoH pus3ou opsuHuus o>HuHmom s was mnHosoH nH umouonnH ousono on poanmop moHuH>Huo< v m v v .omssmnsH mo munoEoHo mnHosoHImansomm Imananu onu mousuomuoonH noHn3 noHuosuumnH m m m m .mHsHuousE possum Honuo Ho mHsmsn mo mcHUsou poanquonosoB m e N N r .nonnonouQEoo was noHan Imooou ouoz mo mHHHnm HsunoEsonsm onu manHsoH H H H H musow Hsow unmase omo 63H up E fimupam 66H 36m .nonnoEHQ moHuH>Huo¢ mcHUHsmom vow Honosoe Eoum momnommomll.mH mHmna 115 .nuso human .muonsou oHns umoe one v v v v .muonson omsuo>s o>ons one m m m m .muonsou oosuo>s one N N N N .muonsou oHns umsoH one H H H H musoe usoe unmsse smuH ucmmmum numusc~ umH 30m .nonnoaHa Ho>oH euHHHnn wnHUHsmom ¢o* uonosoe Home momnommomII.0N MHmne 116 .wuso eumEm I I I I .wao3 azoaxaa onn waaous Huxouaoo onuv momsune was mwuo3 onu omD .Huxouaoo was mOHaoan ooaouaom on» mo uxouaoo on» H H m m was wuo3 a3oanaa on» no uouuoH umHHm onu omD .Hsuoz uanmv one; on» up HooH a a H H .HmoHconav use once on» scsom N N N N EouH uaomoum musoe . Hsoe unmase aumnscN umH 30: .aonaoEHo mnmaoum aoHHHamooom who: manHsmom vo* Honosoe Eoum momaommoMII22N QHmne 117 .wuso human I I I I .aonaononEoo o>HusoHo was HsoHuHHo ao mHmsnmEm m m m m .aonaonoumEoo HsHuaouowaH ao mHmsnmEm N N N N .HHsooH Hsauosm was aonaonoumEoo HsHoHHH ao mHmsnmEm H H H H .aOHuHaooooH waoz ao mHmsneEo on onsmEoo aonB aonaononEoo ao mHmsnmEo oa Ho oHuuHH e v v v musoe usoe unmase smuH pawmmum numnspN HmH son .aonaoEHo aonaonoumEoo manusmom vet Honosoe Bone momaommomII.NN mHmne 118 .wuso mumEm I I I I .moavHanoou euHagaH H0\was aoHusHonxo omsamasH .mHsHuousE maHnosou IwHom .muouaoo uaowaomowaH nmaounu mo>Hom IEonu en ausoH ou mHHmam 3oHHs wHaonm muonosoe .momHus wooa onu ms mHao oao>uouaH wHaonm was a3o uHonu ao ausoH aso aouwHHno v v e v ouonB uaoanuH>ao as ousouo wHaonm Honosou one .maoHs mo>OE aommoH onu ms ooastam was ooasumHmms owH>oum was eHst mmoumoum uHonu ao noono .HsHuousE mansoH UHmsn H H N N mansoH aH aouwHHno owHam wHaonm Honosou one .mansou aH aoHuoauumaH Houuaoo was ousHuHaH wHaonm was N N H H unmasu on ou mH usn3 owHoow wHaonm uonosou one musoe usoe unmase EouH uaomoum numlwaN umH 30m .aOHmaoEHQ oHom HsaoHuoauumaH manusmom eom uonosoe Home momaommoMII.MN mHmne 119 TABLE 24.-—Responses From Teacher #04 Regarding Sources of Conceptual Change. Response Item 1 Experience 6 Other teachers 2 Teacher training 3 School system constraints 5 Early education 4 Professional literature 120 onhHuaouaD n I ++ GUND UHOWIUHQU H WU I. onHucoo u x + 33 33.: .I. I: . 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U a mu m m we a ++\I. two a: + aonaoaHn uaomoum muss» nuuHmeaooom usoe umuHh unmase 30: .vo: Monusoe New maonaOEHn mo aOuHMsmEDUII.mN mdmne 121 be compared according to how the teacher believes she was taught to read, how she taught reading her first year of teaching, her second through fifth years of teaching and how she presently teaches reading. Table 26 will compare the field data and card- sort data as they relate to the various significant sources of conceptual change. Discussion The interview data gave evidence regarding the development and modification of Teacher #04's conceptions of reading. The card—sort data confirmed the majority of the beliefs she said she held about her reading conceptions and the sources which impacted upon these conceptions. However, five of the card-sort items did not confirm the findings from the field data. The following is a discussion of the confirmed and non-confirmed data. Confirmed data.--As evidenced by Tables 25 and 26, the card-sort data substantiated the majority of the findings concerning Teacher #02's beliefs about her conceptual development and change and the sources which impacted upon these conceptions. Thirty-one out of the thirty-six (86 percent) card-sort items confirmed the findings, thereby giving evidence that 122 \ o o mHsHuousz \ v H ouausuouHH Hsaonmomoum \ m e aoHusoawo eHusm \ m HN muaHsuumaoo Eoumem Hoonom \ N HH maHaHsHu uonosoe \ o N muonosou Honuo \ H HH ooaoHuomxm onHHmaooaD I suso suso onuHmaou \ uuomuwusu wHon oouaom .eoe uonosoe How aomHHsmEou oouaomII.mN mHmae 123 the interview statements Teacher #02 made concerning the development and modification of her reading conceptions were substantiated by the card-sort data. Non-confirmed data.--Teacher #04 chose the child's enthusiasm for reading and language activi- ties as a response to the item regarding how she evaluated reading progress during her second through fifth years of reaching. The interview data gave no evidence for this type of evaluation. Her first choice for this item, however, did confirm the inter- view data. Teacher #04 gave responses that did not confirm the interview data regarding the reading activities to which she said she gave the most instructional time during three of the time periods studied. Her response to the item regarding her first year of teaching did confirm the vocabulary develop- ment aspect discovered in the interview transcripts. In other interview statements referring to the same time period, she said that silent reading received much of the reading instructional time. Her card- sort responses suggested that she believed oral reading received more instructional time. 124 During her second through fifth years of teaching and presently, the interview data revealed that the majority of Teacher #04's instructional time in reading was spent on oral reading activities. Her card-sort responses did not show this activity to be high in importance during either of the two time periods in discussion. Teacher #04 may have considered oral reading as synonymous with practice activities, which was a response high on her list for that item. Data concerning the time spent with the various ability groups during the years Teacher #04 was taught to read were not found in the field data. Therefore, her corresponding responses on the card-sort did not confirm the interview data. Summary According to the findings, which were con- firmed by the card-sort, Teacher #04 did develop and modify her reading conceptions over time but to a lesser degree than the other two teachers. Most of the changes which occurred in Teacher #04's career seemed to be based upon a change in the basal series she uses or a new series mandated by the school system. Teacher #04's present conceptions of reading seem to match the conceptions held by the Harper Row 125 Publishing Company. She believed strongly that the editors of this basal text series are knowledgeable about reading and how to teach it to children. There- fore, she taught her students to read using the methods and materials prescribed by the Harper Row publishers. Teacher #04 was questioned about how she was taught to read as a child. She remembered learning sight vocabulary using the materials about "Dick and Jane." She recalled going to class, reading aloud and reciting vocabulary. All of these activities are a part of her present instructional program and fit into her basal approach to teaching reading. When asked about her first years of teaching, her statements revealed that during these years she used a basal textbook approach. She believed that during her fourth and fifth years of teaching she changed because of experience and her advanced teacher training. Upon closer questioning, it becomes evident that she still taught reading using a total basal approach even though she believed she had changed. The sources of change which she believed significantly impacted upon her conceptions of reading were experience, teacher training courses and school 126 system constraints. Her responses to the card-sort item regarding sources of change confirmed her belief that these sources did have an impact on her conceptual development and change. Findings Regarding Teacher #09 Background Teacher #09 is a first grade teacher with sixteen years of experience, all of which were at first grade level. She has earned a Master's degree in Library Science and was a school librarian for seven years. There were twenty-four children in her self-contained classroom whose racial composi- tion consisted of 50 percent black children and 50 percent white children. The school is located in a large, midwestern, highly industrialized city. This school is considered one of the inner city schools and is a member of the city's "cluster plan" which buses children from higher socio-economic areas to the school for integration purposes. During the year, some of the children moved away, and others were transferred to classrooms which provided special services for the problems these children exhibited. Although this classroom began and ended with the same number of children, it was not indicative of how stable the pOpulation 127 was. The teacher seemed to be the stabilizing influence on this changing, lively and sometimes troubled group of children. Although at times the classroom was a noisy, chaotic experience, the teacher's love, concern and calm presence kept this classroom experience non-threatening and productive. Specific Findings The findings regarding Teacher #09 will be presented in three parts. First, the findings concern- ing her present reading conceptions will be presented. Second, the findings relating to the development and modification of these reading conceptions will be discussed. Finally, a discussion on the findings regarding the teacher's sources of conceptual change will be included. Present Teacher #09's present conceptions of reading are illustrated in Figure 11. Skills foundation.--Teacher #09 believes a reading instructional program should be based on a strong skills foundation. This is evidenced in her statement: I like to get my inputs into the beginning reading because I feel strongly about getting a good, solid skills foundation, so I would rather start them out (Interview, September, 1978, p. l). 128 NHL-CENTERED CONTENT-CENTERED to z E 92’ "" BASIC SKILLS 5 OF PHONICS . \ H ——————— I — —- _ -u. c— CLfiSSROOM MANI‘GEMENT E w i E 8 i . :3 GROWTH BEHAVIOR E PROBLEMS I l Figure ll.--What Teacher #09 Says Guides Her Decisions at Present. 129 This skills foundation consists of two components, including sight word skills and a three-pronged combination made up of phonics/spelling/handwriting skill instruction. Her teaching of these skills is evidenced throughout all of the field notes. Sight words.--The sight word component can be evidenced in such conceptual, interview statements as, "Oh, since the beginning of the year I've been teaching sight words" (Interview, February 23, 1979, p. 25) and field note citations showing sight word charts (Field Notes, April 11, 1979, p. 15) and teacher-made stories using the sight words: This is the cat. Draw the cat. This is the dog. Draw the dog. This is the moon. Draw the moon. (Field Notes, December 5, 1978, p. 2) Phonics, spelling, handwriting.--Teacher #09 includes the combination of phonics/spelling/handwriting skills as an integral part of her skill foundation program. She states that . . . we are training their hands to do handwriting. It is more meaningful to have them do it with words that they're actually using or in another part of the reading program where they can see that things are fitting together so that they are learning rather than just making letters. . . . I 130 think the writing and the phonics and spelling all fit together (Interview, February 23, 1979, p. 22). She also spoke of the relationship between the three skill types to the children. One such example is the following field note citation: C: Are we spelling? T: Yes, you see how important spelling is? . . We use it in reading and writing (Field Notes, April 11,1979, p. 2). Use of literature.--Teacher #09 had a strong commitment to using children's literature in her reading program. Her belief in the importance of using library books comes through in her conceptual statement: We use a lot of literature, children's litera- ture, and a lot of different ways in language arts that will tie in reading with books, with fun, with communication. . . . I take the children down (to the library) an extra time and teach them how to use it so this would be one of the things I do (Interview, September, 1978, p. 5). This belief can be evidenced in practice by her daily reading to the children and her extra weekly trip to the library. Social/emotional growth.--Teacher #09 consistentbz worked on the social and emotional growth of her students. This growth, although not a conception of reading, did have a bearing on what went on in her read- ing instructional program. This belief in promoting the 131 social/emotional growth of the children can be consis- tently found in the field notes throughout the year as the following examples illustrate: Teacher praises quiet closing of the desks by the kids (Field Notes, September 12, 1978, p. 3). She remembered, which is great (Field Notes, December 1, 1978, p. 4). I make a happy face on the board to show what a nice job you're doing (Field Notes, February 13, 1979, p. 1). Jenny, I want to tell you how pleased I am with how well you are listening (Field Notes, February 8, 1979, p. 6). No matter who wins the game, we all win if we learn the words (Field Notes, May 2, 1979, p. 4). Another evidence of Teacher #09 promoting good feelings about themselves in her students is the statement she made concerning her use of whole group instruction: And when you have whole group instruction, you can make sure there is some way they (low group) can also be successful in something in the group. . . . Give some feedback that will give them happy feedback (Interview, February 23, 1979, p. 1). Handling behavior problems.--A conception of teaching which has a bearing on Teacher #09's reading program is her insistance on handling behavior problems as they occur. Her rationale for interrupting reading instruction to deal with a behavior problem is revealed in her statement: 132 . . . it is disrupting the whole class from the learning process . . . and some children in the room who have problems pick up the behavior and may try the same thing (Interview, February 23, 1979, p. 29). She was also observed handling the less disruptive behavior problems in a consistent, non-threatening way as evidenced in the following field note citation: "Mrs. compliments the quiet children and asks 'does anyone know why I'm unhappy'?" (Field Notes, April 11, 1979, p. 6). Classroom management.--Teacher #09's belief in classroom management permeates all areas of instruction, including reading. She uses whole class instruction for reading skills deve10pment not only for academic growth but also as she states, "There is an advantage about group work that I think is good for whole classroom management" (Interview, February 23, 1979, p. 21). She also uses many aides, student teachers, etc., in her reading program because, as she states, "We could work in smaller groups and it gives me more time to work individually with children" (Interview, February 23, 1979, p. 26). As one surveys all field notes, it becomes evident that Teacher #09 put her classroom management concepts into practice every day. 133 How Taught Teacher #09's belief about how she was taught to read is illustrated in Figure 12. Basal and whole group instruction.--Although Teacher #09 could not remember very much about her own schooling, she did recall a first grade experience with the basal text and whole group instruction: . . . I remember reading in a storybook that had the "Little Red Hen" and pictures and "The Little Pan-Cake that Rolled Away" on the picture . . . the next memory I have is read- ing as a whole group and took turns around the room one person after another (Interview, February 23, 1979, p. 1). Spelling.—-Teacher #09 remembered spelling in conjunction with reading and when she skipped third grade she recalls: I was so worried that I wouldn't know how to spell Philadelphia so evidently we had spelling somewhere along the line (Interview, February 23, 1979, p. 1). First Year How Teacher #09 believes she taught reading her first year of teaching is illustrated in Figure 13. Importance of literature.--Teacher #09 recalled her attempt to develop an individualized reading program but found "some of the techniques I could not use successfully . . . but it was one reason I would have 134 PUPlL-CENTERED CONTENT-CENTERED l l g I g I if! I 3% I 3 a ' cussnoon l MGEHENT | 'I'II'S 52%? " I C" I LD-ENVIROMENT )— _. .. .. .. .. _.._ ._ Figure 12.--How Teacher #09 Said She Was Taught. 135 PUPlL-CENTERED CONTENT-CENTERED READING-LEARNING cuséaoon MNAGEMENT (DULD4BWWRNMENT P-—-- Figure 13.--What Teacher #09 Said Guided Her Decisions During Her First Year of Teaching. 136 more books . . . I went to county library and got an extra collection" (Interview, February 23, 1979, p. 7). She also spoke of the importance of reading to the children her first year of teaching, ". . . one of my most important activities was reading, reading books to them" (Interview, February 23, 1979, p. 8). Basal text.--After the failure of her individualized reading program, she turned to the basal system as evidenced by her statement: I did not know the teaching skills well enough to know whether I was teaching all that they needed and that was one reason I stayed with the basal . . . and the teacher's manual (Interview, February 23, 1979, p. 7). Classroom management.--One of the ways Teacher #09 implemented a management system was through the use of seatwork. She commented about her use of seatwork in the following manner: ". . . You had to keep them quiet in some way. . . . I hOpe it was related to what we were doing" (Interview, February 23, 1979, p. 12). Another aspect of her classroom management was whole group instruction as evidenced by her statement: . . . I've always used whole groups. I think they're good . . . an efficient way to teach a skill . . . and another advantage about group work is that it is good for whole class- room management (Interview, February 23, 1979, p. 21). 137 Second-Fifth Years How Teacher #09 believes she taught reading her second through fifth years of teaching is illustrated in Figure 14. Basal text.--During her second through fifth years of teaching, the school wanted to change the basal text from Scott Foresman to the Economy Series. Teacher #09 had previously used the Economy Series as a substi- tute teacher and had this comment to make about it: . . . I think because they knew I liked the other system (Economy) they put me there to get it started. So the second year we started in first grade with the Economy Read- ing materials which of course is phonetic based (Interview, February 23, 1979, p. 3). Phonics.--Teacher #09 spoke of her new concept of phonics instruction through the materials she used during that time period: I used the SRA game kit . . . and we also had the phonics game kits which they bought for us . . . the second through fifth years I was in the position of trying to demon- strate . . . that a phonics approach could be interesting (Interview, February 23, 1979, p. 6). When asked what reading activity was most important,she replied, "I think phonics instruction" (Interview, February 23, 1979, p. 9). 138 PUPIL—CENTERED CONTENI-CENTERED l $9 3 “S '5 ‘3 2 S l t;- l I.“ g l .95 I i I '1‘ _S_ l 5 I l 1 Figure l4.--What Teacher #09 Said Guided Her Decisions During Her Second Through Fifth Years of Teaching. 139 Importance of literature.--Teacher #09 continued to use children's literature but during this time period it was not used for direct reading instruction but for the reasons she gave in the following interview state- ment: Because I enjoyed it and they enjoyed it . . . it's restful and peaceful . . . the vocabulary development was extremely important and for the meaning of words. . . . (It was used) for teaching sentence structure also (Interview, February 23, 1979, p. 13). Classroom management.--Teacher #09 still used whole group instruction as a management technique as well as an efficient way to teach skills: I still kept them altogether for the morning just right along but I found some of them in the afternoon being farther behind the group in the morning. . . . But sometimes there were those who would catch up by just being exposed to the morning (whole) group instruc- tion and could put it all together (Interview, February 23, 1979, p. 5). Belief Regarding Significant Sources of Her Conceptual Change These findings will be presented first by means of a table recording the number of statements Teacher #02 made concerning each source followed by sample statements giving evidence for each source (see Table 27). 140 TABLE 27.--Teacher #09's Sources of Conceptual Develop- ment and Change. Source No. of Statements Experience 20 Other teachers* 4 Teacher training* 4 School system constraints* 3 Professional literature 6 Materials 10 *Not significant sources according to the definition of significant sources. Experience Teacher #09 seemed to make the majority of her decisions based upon her experiences as a teacher. Her statements concerning experience and conceptual changes pertained to areas which included her experience as a teacher with various types of children and teaching experience in general. There were fifteen interview statements which discussed her decisions about reading instruction which were based upon the needs of particular children. One such example is her explanation of her handling of sleeping children during reading instruction: If they sleep, I do not wake them up. For one thing, I know many times these children are up very late. If they are just half awake, they 141 aren't going to learn very much anyway (Interview, February 23, 1979, p. 29). A further example gives evidence of her basing the instructional content on the special needs of particular children: I taught sentence structure because if you've ever taught in a low, very low culture area, that is very essential (Interview, February 23, 1979, p. 13). A statement which typifies her belief that her reading conceptions were molded through general teaching experi- ences is as follows: It's (reading program) made up of the things that I have tried along the way that I found successful and that fit together (Interview, September, 1978, p. 2). Professional Literature Teacher #09 spoke of the influence journal articles and textbooks had on her reading conceptions. She spoke of trying new programs such as using library books for her reading instructional material. "I was interested in it and the book had just come out and I tried some of the techniques" (Interview, February 23, 1979, p. 15). She also attributed her classroom manage- ment changes to an article she read: I read a story about the matter of classroom management. It was an experiment that was done with a teacher who was very effective with positive reinforcement (Interview, February 23, 1979, p. 15). 142 Materials Teacher #09 made ten statements concerning the importance of the reading materials which she said she based instructional decisions upon. The materials she spoke of ranged from library books, basals and phonetic programs. A sample statement concerning a phonetic type of material is as follows: I guess this (The Economy Series) was one of the biggest influences because not only did I like it but I also had to demonstrate it to other teachers (Interview, September, 1978, p. 7). In a later interview,she again spoke of the influence this particular series had on her reading conception. "I had substituted and used the Economy and I discovered the children were learning at a faster rate" (Interview, February 23, 1979, p. 17). Hypotheses The hypotheses for Teacher #09's present reading conceptions, their develOpment and modification are illustrated in Figure 15. Teacher #09 had difficulty remembering her read- ing instruction as a child, but the aspects she did recall, including two basal stories, spelling and whole group instruction, were evident in her present reading instructional plans. The two basal stories she remembered were read to the children in class. The whole group 143 ”ll-CENTERED COHEN {EFF-Ell ”ll-CENTERED CUTE?” ~CENTEREZ‘ Eco faugh: In: Year ‘ “I‘MI‘ - - — — - - - - 4 ('th end-5th Icara Present -—-l----- I Ing' BASIcstus 9'15"" or mom: LI“"; “I‘M!“ cuissnooi W1GEN NT 0m mar. INDIVIDUAL 6R0.IIH llmw 10R PROBLUIS GlU—Efllm Figure lS.--Summary of Teacher #09's Conceptual Develop- ment and Modification. 144 instruction and spelling were two very important elements in her present reading instructional program every day. Teacher #09 was consistent in her rejection of a basal approach to reading instruction because of its "boring nature." Her phonics program has deve10ped into the major portion of her reading instructional plan and was in evidence every observation day. Library books and visits to the library were valued highly and the import- ance she placed on children's literature was evident in her present classroom. The sources of change which seemed to influence Teacher #09's development and modification of her reading conceptions included experience, reading instructional materials and professional literature. The single source which she believed had the greatest impact on her instruc- tional behavior was her previous experience with special needs children. Another very important source of change was materials based on phonics. Many interview state- ments point to her use of phonics early in her teaching career and her stable belief in that type of reading instructional format. Finally, her statements concerning professional literature give evidence for her belief that it played an important role as a conceptual change agent. 145 Card-Sort Results The card-sort results will be presented in tables with the five to six dimensional items stated as they were given to the teacher. On the left of each item, four columns will appear. The first column is headed with the Words, How Taught, meaning the item was answered according to how the teacher remembered being taught to read. The second column is headed with the words, First Year, meaning the items were answered according to how the teacher taught reading her first year of teaching. The third column of numbers, headed with Second-Fifth Years, represents how the teacher answered the items as she remembered teaching her second through fifth years of teaching. The final column is headed, Present, and represents how the teacher responded to the items according to her present reading conceptions. The numbers in the columns represent the order of importance the teacher attributed to each item in the various dimensions. For example, the numeral one means that item was most important to the teacher during that specific time period, while the item ranked number five or six means that item had little significance to the teacher (see Tables 28-35). Table 36 represents the responses made by the teacher about her beliefs concerning the sources of change which made a significant impact on her conceptions 146 .cumo mamfim I I I I .mMHH Hoocom Hmn\mH£ usonmoousu mmHuH>Huom mmmzmcmH v m m e cam mchmmu How mananm mnm\m£ EmmHmsnucw one .mchmmu cons can >HHmno anon .mmcmm mmm=WCMH Hmn\mH: cH m3onm mcm\mn hocmummEoo one m w v m .omumHmEoo mm: m£m\m£ mHo>mH Hmmmn mo Hogan: was m m m H .uanm an m3ocx mnm\m£ mono3 mo hogan: one m N m m .pmcume mm: mnm\on mHHme mo Hogans one H H H m mummy Hmmw unmade EmuH ucmmmum aumuoqm umH 30m .concwEHD coHuwnHm>m mcHUummmm m0¢ Honomma Scum mwmcommmmII.mm mamma 147 .HHm Ems» moms mam pHmm mo* umaommaa .oumo mumfim I I I I .cmeHHno 0:» on choHu Im>Huoe 0cm ummnmucH mo mum umnu mHMHHmumz v m m m .oum .muwmmmm3wc .mmcHNmmmE .mxoon ammunHH mm zoom mMHH Hmmu cH poms mum umnu mHMHHmumz m v w m .cmeHHno mo mcnmuumm momsmcmH Hmuoumc on» muoonmu m m m w noHn3 no :ouuHu3 w>ms :chHHno noHn3 HMHHmumz .muHsuHmuHo :H cmemum sHHsm Imumo mum was» mcoHuomem mCHpmmH m>Huomuuu¢ m N m H .mHHme mcHUmmH mchnmmH cH mocmumHmmm can wpsum wUH>oum umnu mHMHHmumz H H H m undo» Hmmw unmade amuH ucmmoum snmnccu an 30m «.cOHmcmaHo mHMHumumz mcHUHmmmm mo* Honomma Scum noncommmMII.mm mqm<9 148 .oumo human I I I I .wuHHHnm mchmmu Hmuo Hm£\mHm m w m N .mCmewu mCHpummmH mopsuHuum pom mummumucH um£\mHm .anHme «o wumHsnmoo> cam mcumuumm wmwnmcmH on» no pcmEEoo Ho:\mHm v m v m .Hm>wH mchmmn HmcoHuosuumcH umn\mHm N N N H .mmmmmcxmo3Imnumcmnum mHHme mchmmu Hoc\mHm H H H m whom» “mow unmade amuH ucmmmum numuecm umH 30m .concmEHQ mchsouo mcHoummmm mo¢ Hmsomme Scum mmmcommmmII.om mqmda 149 .uwn ou ucmuuooEH >HHm5qw mum3 mIN won .ucmuuomEH umoe mm? H umneoz* .pnmo wumam .mHHme mchmmu UHmmn man mo mm: on» muoeoum on cmcmHmwo mmHuH>Huom 00Huomum «N N m N .mchmmu oumzou mosuHuum m>HuHmom m cam mcHUmmu CH ummumDCH wumwuo o» pocmemw mmHuH>Huo< «m v m m .mmmsmcmH mo mucmEme mcHUmmHImcmeQO ImcchHnu may moumuomnoocH noHn3 COHuosuumcH «v m w v .mHMHkumE pwomum umnuo no mHmmmn mo @cHUmwn cmpHsmIHmcommB «m m N H .concmsmHmfioo can :oHuHc Imoomu ouo3 mo mHHme HmucwEmpcsm may mchummH H H H m whom» How» unmade comma amuH u m sumuoam umH sou .concmEHo mmHuH>Huo¢ mcHoummmm mo* nonomme Scum noncommomII.Hm MHmo o>ono .omouo>o .oHno pmooH uoEHu oHnoHomEoo o>on mHnonoum UHso3 mmsoum omonn Hoom onu usonmsonne: .ouoo zumEm H I I I .muocoou oHnm umoE one m e N .mno oz .muoooon oomuo>o obono one w m m .mno oz .mnoooon omouo>m one m N H .mnm oz .muoooou oHno ummoH one N H e .mno oz .nOHmnoEHo Ho>oH zuHHHnd mnHUHomoz mo¢ Honoooe Eonm momnommomII.Nm mqmde 151 .onmo zumfim I I I I .UH03 nsonnns on» Unsouo Auxounoo onuv momoHnm cam mono3 onu om: .nuxounoo can moHnonmv oonounom on» mo uxounoo onu m m m m cam ouoz n3onxns onu mo HouuoH umun onu om: .Aouoz unmnmv ago; on» an xooq a a m H .Amoficonmv use egos may venom H H H a mumoe moo» unmsme EouH unomoum numlan umH 3oz .GOHmnoeHo mumeoum :oHanmooom ouoz onHouomom mow uonomoe Scum momnommozII.mm mamme 152 .ouoo zumfim I I I I .nonnonoumEoo o>HumoHo can HmoHuHHo no mHmonmEm m m m m .nonnonoumEoo HoHunoHomnH no mHmmnmEm N N N N . moon HH H H H H Hosuoom can noncononEoo HonouHH no mHmonmEm .GOHanmoooH ouo3 no mHmonmEo on wouomeoo non3 nonnonoumEoo no mHmonmEo on no oHuuHH v v v v muooe Moo» unmdoe omou smuH u: m numIch umH 30m .nonnoEHo nonnonoumEoo mnHoHomom mow Honomoe Eouz momnommoMII.vm mqmne 153 .onmo human I I I I .moannnoou annan n0\ono noHumnonxo omonmnoH .mHMHuoumE wanooou IMHom .mnounoo unoonoooonH nononnu mo>Hom IEonu zn nnooH ou mHHmnm BoHHo UHnonm muonoooe .momHnm coon onu mm ano ono>nounH pHnonm cno n30 HHonu no nuooH nmo noHoHHno v v v I onons unoEnongno no ouoouo UHnonm nonooou one .mnon mo>oe nonmoH on» on oonmoHnm pnm oonmumHmmm o©H>ono ono zHHoo moonmonm uHonu no noono .HMHnoumE mnHoooH UHmmn N N N N mnHooou nH noanHno opHnm oHnonm nonooou one .mnHomou nH noHponnumnH Honunoo pnm ouoHanH oHnonm onm H H H H unmnmu on on mH umn3 ooHooo UHnonm Honooou one muooe Moo» unmnoe amnH ucmmmum numuncm umH so: .nonnoEHa oHom HonoHuonnumnH mnHonomom New Honomoe Scum momnommomII.mm mnmne 154 of reading. Once again the responses were made in order of importance; therefore, the source labeled number one is deemed by that teacher as the most influential source. TABLE 36.--Responses From Teacher #09 Regarding Sources of Conceptual Change. Response Item 1 Experience 5 Other teachers 4 Teacher training 6 School system constraints 7 Early education 2 Professional literature 3 Materials Confirmation Data The confirmation data will be presented in two sections. First, a comparison of the card-sort results and the field data will be presented. Second, the field findings which were not confirmed will be discussed. 155 Comparison Data The comparison of the field data and the card- sort confirmation data will be presented in Tables 37 and 38. Table 37 will present the comparisons concerning the eight dimensions of reading. The table will include whether the card-sort data confirms the field data regarding the dimensions. Each dimension will be com- pared according to how the teacher believed she was taught to read, how she taught reading her first year of teaching, her second through fifth years of teaching and how she presently teaches reading. Table 38 will compare the field data and card- sort data as they relate to the various significant sources of conceptual change. Discussion The interview data gave evidence regarding the development and modification of Teacher #09's conceptions of reading. The card-sort data confirmed the majority of the beliefs she said she held about her reading concep- tions and the sources which impacted upon these concep- tions. However, five of the card-sort items did not confirm the findings from the field data. The following is a discussion of the confirmed and non-confirmed data. .1556 posuHunoona u I ++ coeuHunoo I x + cane unOmIcuoU I mu ac dune UHon I m c ooHau ooHso ooHno ooHno ooHso oUHso a uoxu: a Mona: a Mona: a honor a mono: a Honda uoxm: uoxuz oHom \ noHoHooo noHoHooo noHnHooo noHuHooo noHnHooo noHnHooo nonHooo nonHooo HunoHuosuumnH uxounou oonouounu oonouounu oonouounn ounouounu HHmoom a HHmoom \ HonouHA HonouHH a Honoqu a HnuouHA HonouHH Honoqu a HonouHa sumo oz noHonononmeoo mono: mono: uanm «unsung uxounoo uxounoo uxounoo uxounou unon a unnom noHanoooom \ noHnonm nOHnonm «OHnonm nOHnonn a uoHnonm oannHoom one: unon ouon 02 who: oHn< uouoom nHo>oa \ Husvm Honvm umooa mono oz omouo>< sumo oz omnommoz oz muse oz auHHHnn onHooom onwvooz .uuonu Houo Houo noHuH>Huo¢ \ oHHme ooHnonm mHHme mOHnonm uHHme .mHHme oanaom Hmuo mnHvaoz Houo onHodoz macho mHo>oq Ho>oa unHvooz oHonz Human mnHonoz Hanna Ham \ oHHme a mHHHnm oHHme mHHme oHHme oHHme .uuwnn macho oHonz onHmnouo oowuonum .3.m nUHt ooHuooun HHme you noHuoum HHme new «Human uHuHuouo: quonu anHuoun: woman quHuouuz unoom \ onHvaoz unconxuos oanooz IUHuononm wanoom a Human Human Hanan nHoHuouu: aoHnonn nHHme \ mHHme mHHme mHHme mHHme uHHHnm noonxuos mnHuoom Homo mnHuoom Hnuo noHuonHu>m m mo a mu m mu m .cmo .n noHnnoaHo unououm manor nuuHmIonooom Home umuHm unonoe so: .mOu uonoooe how anonnoEHa mo nouHunmEOUII.bm mqmne 157 \ m 0H mHoHnoumz \ N o onnnonouHH Hmnonmomonm \ h o nOHuoonoo anom \ w m munHoHumnoo Eoumzm Hoonom \ v v manHouu nonoooe \ m w muonomou nonuo. \ H ON oonoHHomxm ooEnHwnoonD I muoo ouoa ooEHHmnou \ unomlonou UHon oounom .m0¢ nonoooe new nomHnmmEou oonnomII.wm mnmne 158 Confirmed data.--As evidenced by Tables 37 and 38, the card-sort data substantiated the majority of the find- ings concerning Teacher #mrs beliefs about her conceptual development and change and the sources which impacted upon these conceptions. Thirty-one out of the thirty-six (86 percent) card—sort items confirmed the findings, thereby giving evidence that the interview statements Teacher #02 made concerning the development and modifica- tion of her reading conceptions were substantiated by the card-sort data. Non-confirmed data.--There were no data concerning the time spent with the various ability level groups during Teacher #09's first year of teaching and second through fifth years of teaching. Therefore, her corresponding responses on the card-sort did not confirm the interview data. Teacher #09 could not recall which word recognition prompts were used by her teachers while she was taught to read. Therefore, her corresponding card-sort responses did not confirm the interview data. Teacher #09 was unable to recall the type of comprehension most emphasized while she was taught to read. Because there were no data to compare, the cor- responding card-sort item responses did not confirm the interview data. 159 During the time period Teacher #09 was taught to read, she remembered reading in groups consisting of the whole class. Her response in the card—sort, however, gave high priority to the response that the class was grouped according to their instructional reading levels. Summary According to the findings which were confirmed by the card-sort, Teacher #09 did develop and modify her reading conceptions over time. Her present concep- tions of reading include the belief in teaching the basic skills of phonics, spelling and writing in an integrated fashion and the skills of sight words and comprehension. After many of these skills are mastered, then children are given reading materials. Her own read- ing education, teacher education and teaching experience seem to have guided her into the beliefs about reading she now holds. Teacher #09 was asked about her reading education as a child. Although she remembered very little, the things she did remember seemed to be important and were observed as part of her reading instructional program. She remembered a reading book, her concern about spelling and reading aloud with her whole class. Teacher #09 changed somewhat during her first few years of teaching. One change was due to the materials 160 required by the school she taught in. Her first experi— ence at teaching had her using the Scott Foresman Basal Series, and the following year using a phonetic-based basal series. She still uses this series but not as a total program. In fact, she rarely uses any basal series until the children have their skills learned and are ready to apply them in materials at their reading level. Literature was always important to Teacher #09 as an instructional material as well as for pleasure reading. Classroom management was considered an important part of a well-run classroom by Teacher #09. She also developed a strong belief in helping children grow emotionally and socially more healthy. Part of that conception was integrated into her belief in dealing with behavioral problems as they happen. These concep- tions of teaching had a great deal of impact on her reading instructional program. The sources of change which she believed had a significant impact upon the development and modification of her reading conceptions were experience, materials and professional literature. Her responses to the corresponding card-sort items confirmed her belief that these sources did have an impact on her conceptual develoPment and change. 161 Summary The purpose of this study was to investigate, describe and to generate hypotheses concering these con- ceptual changes. The study utilized classroom obser- vations to help clarify each teacher's present concep- tions of reading as well as provide questions which were used to probe regarding how these conceptions evolved. Interviews were used to aid in discovering further information pertaining to the development and modifica- tion of these reading conceptions and the sources of conception change. To analyze the data, content analyses were used. First, descriptions and categories of the teacher's conceptions of reading were developed. Then the modifi— cations of these conceptions which occurred over time were noted. And finally, the sources of these changes were identified and recorded. The card-sort responses were also analyzed and used as confirmation information regarding the field data. The major findings regarding the answers to the research questions are as follows: Question 1. What are the conceptions of reading held by the teachers under study? Based on the analysis of the formal and informal interview data, it was discovered that the classroom teachers studied did have reading conceptions in varying 162 degrees of strength. It was further found that two of the three teachers had multiple conceptions of reading and teaching as reflected in the statements they made about reading. The specific components of each teacher's conceptions of reading are illustrated and discussed on pages 58-64, 96-99, and 127-132. Question 2. How do the teachers believe their conceptions of reading were developed and modified over time? The investigation as to the genesis of the teachers' conceptions of reading reveals that all the teachers studied did modify to varying degrees their conceptions of reading over time. It should be noted that the answer to the second research question includes the key words "to varying degrees." The three teachers can be regarded as points on a continuum. Teacher #04 would be placed on the left because she changed least of all. Her basic reading conceptions always were the beliefs of the basal text- book company. These changed only in that she became a stronger basal advocate and/or the basal program changed. Teacher #02 would be placed at the midpoint. Even though she had her conceptions intact from her first day of teaching, they were modified in the sense that they became much stronger and very child centered. Teacher #09's placement would be on the right. She 163 changed from a combination basal/interest approach to a more phonics/basal approach. Presently she has settled upon a structured, phonics-based reading program. Question 3. What do the teachers believe to be the significant sources of their conception change? The analysis of the data shows that differing sources seem to trigger the development and modification of the reading conceptions held by the teachers under study. It was further discovered that some influences have a greater impact on their conceptions than others. For example, all of the teachers chose experience as an influential source of change, while only one teacher (#04) believed school system constraints to be an influ— ential source of change. Other significant sources of change included teacher training, other teachers, professional literature and materials. An analysis of the card-sort responses revealed that the majority of the interview data regarding the teachers' beliefs about their reading conceptions and the sources which trigger changes in these conceptions were confirmed. CHAPTER V SUMMARY, HYPOTHESES GENERATED, SPECULATIONS BEYOND THE DATA, AND IMPLICATIONS Introduction Chapter V of this dissertation is divided into four main headings: summary, hypotheses generated, speculations beyond the data, and implications. The purpose of the study was to describe three teachers' development and modification of their reading concep- tions and to generate hypotheses concerning these conceptual changes. Summary The recorded classroom observations, interviews and card-sort instrument were analyzed using content analysis in which emerging data were continually fitted into existing categories or in which new categories were created. From the analysis, descriptions of the teachers' current reading conceptions were determined, the development and modification of these conceptions were noted and the sources of these changes were iden- tified and recorded. Confirmation information was 164 165 obtained from the analysis of the card-sort instrument. The following are brief descriptions of each teacher's conceptual development and change including the sources which they believed were influential in these conceptual changes. Teacher #02 seemed to have her conceptions intact from her early years of teaching until the pre- sent time. Her conceptual changes occurred in her shift from an emphasis on content to a more child-centered approach to the teaching of reading. Her conceptions included a belief in (1) using the basal, (2) teaching skills, (3) practicing the skills in a game format, (4) conducting the classroom activities via an efficient management system, (5) encouraging the enjoyment of literature, and (6) implementing all these beliefs through the use of each child's interest and motiva- tional learning channels. Teacher #02 identified experi- ence as the most influential source of her conceptual change. The only other source of change which was significant and confirmed was the teacher training course work she took as an undergraduate and graduate student. Teacher #04 developed and modified her concep- tions of reading very little over time. She had one basic conception, the basal, which changed only in strength. As her experience in education accumulated, she became more sure that the basal was the best way to 166 teach reading. She not only increased her advocacy of the basal, but also increased the number of supplemental materials she used to instruct children in reading. The sources of change which she believed significantly impacted upon her conceptions of reading were experience, teacher training courses and school system constraints. Teacher #09 developed and modified her concep- tions of reading not only in strength, but also in content over the years. She began her teaching career using a basal series and library books as her main instructional materials. Through the years, she exchanged the basal series for a phonetic-based program which eventually was used only as a supplement to a structured phonics skill system. These material changes are reflective of the changes in her approach to the teaching of reading. For example, she began using a traditional whole word approach and now has settled upon a phonic/spelling/handwriting skill program which intro- duces reading materials only after these skills are achieved. Since her placement in an inner-city school, her classroom management conception has become stronger. She has also developed two new conceptions, including a concern about the social/emotional growth of her stu- dents and the handling of behavior problems as they occur. The sources of change which she believes had a significant impact upon the development and modification 167 of her reading conceptions were experience, materials, and professional literature. The findings indicated that the teachers studied did have conceptions of reading which they modified to varying degrees over time. Furthermore, the teachers attributed their conceptual development and change to various sources. The card-sort instrument confirmed the majority of the findings. Hypotheses which are based on the findings are presented in the following section. Hypotheses Generated Based on the data gathered and analyzed in this study, a set of hypotheses is presented as feasible. In examining the data, the assumptions and limitations of this study need to be kept in mind and the goal of hypothesis generation, rather than principle generation, needs to be remembered. The hypotheses generated by this study emanate from the two major areas of the study. First, there were hypotheses concerning how the teachers developed and modified their reading conceptions over time. Secondly, hypotheses were generated regarding the sources of change which influenced their conceptions of reading. 168 Hypotheses Regarding the Teachers' Conceptual Development and Modification The following four hypotheses directly relate to the descriptive data regarding the teachers' reading conceptual development and/or change. These hypotheses are suggested for future testing. 1. Teachers equate conceptual change with change in reading instructional materials. All of the teachers under study spoke of their conceptual development and modification in terms of some reading instructional material. 2. Regardless of the amount of conceptual change, beliefs about instructional grouping and evalua- tion do not change over time. The teachers studied all grouped their students for instruction according to ability during their entire teaching careers. Although the three teachers used various evaluation techniques, they were consistent in the use of these techniques over time. 3. Teachers who exhibit much conceptual change make more independent decisions about reading instruction. Teachers #02 and #09 gave more evidence of making instructional decisions regarding: (a) which materials to use, (b) which children would utilize given 169 materials, and (c) what specific means would be used to implement reading instruction with the materials. Teacher #04, however, spoke of her fear of using "new" approaches. She willingly accepted the decisions made by the school authorities and the basal editors as her reading instructional decisions. 4. The degree to which teachers develop and modify their reading conceptions over time is related to their confidence in their skills as teachers. The two teachers who felt free to develop and modify their reading conceptions also gave evidence that they felt confident in their ability as teachers. The teacher who changed very little often spoke of the basal editors as being more knowledgeable about reading than she. In addition, she spoke about her acceptance of the school system's authority for making instruc- tional decisions about her students. Summary of Development and Modification Hypotheses Based on the data pertaining to the development and modification of the three teachers' reading concep- tions, four hypotheses were produced. It is hypoth- esized that: (1) teachers base their conceptual change on a change in their reading instructional materials; (2) teachers, regardless of conceptual change, tend not to revise their beliefs about instructional grouping and 170 evaluation; (3) teachers who develop and change to a greater degree make more independent instructional deci- sions, and (4) teachers who are more confident in their teaching ability develop and change their reading conceptions to a greater degree. Hypotheses Regarding Sources of Change The following four hypotheses directly relate to the sources of change the teachers referred to as influential in their conceptual development and modifi- cation and are suggested for future testing. 1. Teachers believe experience is the most influential source of change. Based on the three teachers studied, the specific kind of experience which resulted in change included (a) interaction with materials, (b) exposure to different teaching techniques, and (c) teaching children to read. 2. Teachers believe that teacher training courses in reading at all levels have limited applica- tion to the experience of teaching reading unless it has an experience component. The teachers either spoke negatively about teacher training courses in reading or did not apply to practice what they professed to have learned in the courses. Teachers #09 and #02 both spoke negatively 171 about teacher training, with the exception of courses which afforded them an opportunity for a direct experi- ence in reading instruction. Teacher #04, however, professed to have learned much about the reading process but gave no evidence of this knowledge in her conception or practice, even after she received her Master's degree in Reading Instruction. 3. Teachers do not verbally connect their conceptual change with the reading theory behind the various reading instructional programs they used through the years. When the teachers were asked about their concep- tual development and modification, they talked about their changes only in terms of materials and not in terms of the philOSOphy upon which those materials were based. 4. School system constraints have limited influence on teachers' reading conceptual development and change. Teachers #02 and #09 said they had always taught in schools which did have mandates but said the mandates were either worked into their present conceptions or disregarded. 172 Summary of the Source Hypotheses Based on the data pertaining to the sources of change which influenced the three teachers' conceptual development and modification, four hypotheses were produced. It is hypothesized that (1) experience is the most influential source of change among teachers; (2) teacher training courses, without an experience compon- ent, are not valued as pertinent to teaching reading; (3) reading theory is not a verbalized source of change for teachers; and (4) school system constraints have limited influence on teachers' conceptions. Speculations Beyond the Data Descriptive data often suggest new questions relating to the study for which there is limited evi- dence to formulate answers or generate hypotheses. The following section will discuss three areas about which speculations are made beyond the data. The three ques- tion areas include: (1) why is teacher education often labeled as "irrelevant" by practicing teachers? (2) why did one teacher consistently state her teacher training was worthwhile? and (3) why do conceptions change in substance and/or focus? Speculation 1. Why is teacher education often labeled as "irrelevant" by practicing teachers? 173 Perhaps when pre-service teachers take their teacher training courses, they have no real experience base from which to relate the theory they are being taught in the classes. It is conjectured that even courses with an experience component fall short of simulating the real world the teacher deals with each day. Teachers who are asked to reflect back on their undergraduate level courses may remember most vividly the lack of knowledge they felt during their first years of teach- ing. The theoretical framework they were given in their methods classes may become relevant only after they have had the necessary experience base to use it effectively in the classroom milieu. Speculation 2. Why did one teacher consistently state her teacher training was worthwhile? Conceivably, the teacher in question may have consistently responded in this manner because she perceived this to be supportive of the researcher's view as a teacher educator, a speculation substantiated by the fact that many of this teacher's actions and deci- sions were made based on what she believed the "author- ity" expected of her rather than on any kind of personal independent thinking. A further speculation suggests that this teacher may have an external locus of control whereby she attributes her successes and failures in teaching reading to external influences. 174 Speculation 3. Why does a teacher's conception of reading change in substance and/or focus? Perhaps conceptions change in substance and/or focus because teachers develop and change their concep- tion in order to deal with problems they encounter in the classroom. They are mainly concerned with discover- ing a method for dealing with an immediate problem rather than delving into the theory behind some change they make. In other words, teachers are more likely to change or develop new conceptions in order to look like better teachers, have happier students, or simply because the change is a function of a practice which works. It is further speculated that operating in the classroom from a sound theoretical base is a secondary considera- tion to most teachers. Implications Implications were drawn from the descriptive data for future research, for practice, and for researchers who investigate using this type of research design. Implications for Future Research The purpose of descriptive study is to generate new hypotheses for research as well as to provide descriptions of the phenomenon studied. In this sense, 175 the study successfully accomplished its purpose. Descriptions of the three teachers' reading conceptual development and modifications were presented as well as hypotheses regarding the descriptive data. The implica- tions for future research include replicating the study with a larger sample. This study would investigate the following questions: 1. How do teachers verbalize their conceptual change? 2. Do teachers tend to remain static in their beliefs about evaluation and grouping even though they modify their beliefs about other reading instructional areas? 3. Do teachers who show a greater degree of change in their reading conceptions make more indepen- dent decisions about reading instruction? 4. Do teachers who state they feel confident about their teaching ability develop and change their conceptions more readily than teachers with less stated confidence? 5. What source of reading conceptual develop- ment and change is the most influential? 6. Do teachers view their education courses in reading as limited in application to the experience of teaching reading? 176 7. Do teachers base their conceptual change on reading theory? 8. What effect do school system constraints have on the conceptual development and change of teachers? Implications for Practice Because this study focused on three teachers, these implications are made provided the investigation of the questions in the replication study arrive at simi- lar descriptive hypotheses. The following implications are made for practice in the field of teacher education and teaching: (1) Teacher educators should begin to look for new ways to relate theories to the practical prob— lems encountered by teachers and to assist teachers in acquiring knowledge of the reading process as it applies to practice. (2) Classroom teachers should begin to consciously connect the theory behind their instruc- tional practices to the practices themselves. In so doing, they may better understand the reading process as it relates to each child in his/her environment. Implications for Researchers Who Investigate Using This Type of Research Design There are three implications for researchers who plan to investigate problems using this type of research design. First, it should be noted that participant 177 observation research is very time consuming, and this aspect should be taken into consideration when deciding on the size of the sample. Second, validity is deter- mined through the familiarity of the researcher with the subject to be studied. Even though this researcher was very familiar with a first grade classroom, it required many visits to readily identify significant events within the classroom. Finally, the reliability of research done in this format depends upon the number of times a phenomenon is observed taking place. This relates to the time consuming aspect of participant observation research. The reliability of this type of study increases as the number of observations increase. Conclusion The overall importance of this study is that it relates the story of three real teachers as they develop and modify their thinking about reading and reading instruction. It is hoped that familiarity with teachers such as these will aid teacher educators in gaining a better prespective of the varying elements which eventually comprise a teacher's conception of reading and the complexity of the environment within which the teacher works. APPENDICES 178 APPENDIX A PROPOSITIONS ABOUT READING INSTRUCTION 179 180 PROPOSITIONS ABOUT READING INSTRUCTION March. 1978 Directions: For each of the following 50 items, please indicate your level of agreement (or disagreement) by circling one of the five letters. In all cases, A means strongly agree, g agree, 9 neutral or undecided, Q disagree and g strongly disagree. IMPORTANT: If you cannot decide upon a response to a partic- ular item after 30 seconds, you should circle 9 for undecided and go on to the next item. I I I 1 l A B C D E strongly agree neutral or disagree strongly agree undecided disagree 1. I believe that pupil success in reading should be determined primarily by noting progress from easier basal readers to harder basal readers. A B C D E 2. I believe that teachers should directly teach the basic skills of reading to those pupils who need them. A B C D E 3. I believe that the best reading materials are those which help children solve problems of importance to them. A B C D E 4. I believe that an important indicator of reading growth is how often a pupil voluntarily uses reading in his daily life. A B C D E 5. I believe that contextual clues are the most important word recognition aids and should receive more instructional emphasis than sight words or phonics. A B C D E 6. I believe that basal textbook materials are an important part of good instructional programs in reading. A B C D . E 7. I believe that primary grade reading should emphasize decoding skills rather than comprehension. A B C D E 10. ll. 12. 13. 14. 15. l6. 17. 18. 181 I believe that reading success should be measured primarily by noting r;- well the pupil uses reading as he pursues his daily routine activities. A B C D E I believe that the teacher's role is to help children learn to love xeading by allowing frequent free reading and by conducting individual book .crfcrences. A B C D E I believe that reading instruction should focus heavily on comprehun