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Teachers' Decision-Making about Teaching Novels in Middle School.

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Title: Teachers' Decision-Making about Teaching Novels in Middle School.
Authors: Martinez, Miriam (AUTHOR), Harmon, Janis (AUTHOR), Gonzales, Jessica (AUTHOR), Wilburn, Marcy (AUTHOR)
Source: Reading Psychology. Nov/De 2021, Vol. 42 Issue 8, p873-898. 26p.
Subjects: Middle school teachers, Middle school education, Language arts, Fiction, Educational objectives
Abstract: Middle school is a place where many students are first introduced to more complex novels. Novel instruction in middle school English language arts classrooms is potentially influenced by the elementary focus on reading strategies and/or the secondary focus on literary analysis. Using a qualitative methodological approach, six middle school language arts teachers were interviewed about their novel instruction. The purpose of this study was to explore the ways in which middle school ELAR teachers engage students in novel study and factors that appear to impact novel instruction. Findings reveal great diversity in teachers' instructional goals, planning, and activities. Some participants worked from a cohesive framework that reflected one or more theoretical perspectives. Still others struggled to articulate goals for novel instruction and the resulting instruction appeared to be a patchwork of activities. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teachers' Decision-Making about Teaching Novels in Middle School.
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  Data: <searchLink fieldCode="AR" term="%22Martinez%2C+Miriam%22">Martinez, Miriam</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harmon%2C+Janis%22">Harmon, Janis</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gonzales%2C+Jessica%22">Gonzales, Jessica</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wilburn%2C+Marcy%22">Wilburn, Marcy</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Nov/De 2021, Vol. 42 Issue 8, p873-898. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br /><searchLink fieldCode="DE" term="%22Fiction%22">Fiction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink>
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  Label: Abstract
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  Data: Middle school is a place where many students are first introduced to more complex novels. Novel instruction in middle school English language arts classrooms is potentially influenced by the elementary focus on reading strategies and/or the secondary focus on literary analysis. Using a qualitative methodological approach, six middle school language arts teachers were interviewed about their novel instruction. The purpose of this study was to explore the ways in which middle school ELAR teachers engage students in novel study and factors that appear to impact novel instruction. Findings reveal great diversity in teachers' instructional goals, planning, and activities. Some participants worked from a cohesive framework that reflected one or more theoretical perspectives. Still others struggled to articulate goals for novel instruction and the resulting instruction appeared to be a patchwork of activities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02702711.2021.1968087
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        Text: English
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      – SubjectFull: Middle school education
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      – SubjectFull: Language arts
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      – SubjectFull: Fiction
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              M: 11
              Text: Nov/De 2021
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              Y: 2021
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