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What is happening when teachers of 11–13-year-old students take guided reading: a New Zealand snapshot.

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Title: What is happening when teachers of 11–13-year-old students take guided reading: a New Zealand snapshot.
Authors: Fletcher, JoFlorence (AUTHOR), Greenwood, Janinka (AUTHOR), Grimley, Michael (AUTHOR), Parkhill, Faye (AUTHOR), Davis, Niki (AUTHOR)
Source: Educational Review. Nov2012, Vol. 64 Issue 4, p425-449. 25p. 5 Charts, 2 Graphs.
Subjects: Guided reading, Reading (Elementary), Teacher attitudes, Student-centered learning
Geographic Terms: New Zealand
Abstract: This paper focuses on eight teachers nominated as effective in teaching reading to 11–13-year-old students. Data consisted of interviews and unstructured and structured observations of the guided reading lessons. The qualitative data and their analysis explored the research participants’ views to give more detail and filter the quantitative results. The research found although these schools and teachers had been identified as effective in the delivery of reading instruction, there appeared overall to be a need for further development in allowing more student-led dialogue and less teacher dominated discourse. The number of times the majority of these teachers instigated instructional strategies during a guided reading lesson impacted on power relationships countering dialogic discourse. [ABSTRACT FROM PUBLISHER]
Copyright of Educational Review 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: What is happening when teachers of 11–13-year-old students take guided reading: a New Zealand snapshot.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Nov2012, Vol. 64 Issue 4, p425-449. 25p. 5 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Guided+reading%22">Guided reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Elementary%29%22">Reading (Elementary)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink>
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  Data: This paper focuses on eight teachers nominated as effective in teaching reading to 11–13-year-old students. Data consisted of interviews and unstructured and structured observations of the guided reading lessons. The qualitative data and their analysis explored the research participants’ views to give more detail and filter the quantitative results. The research found although these schools and teachers had been identified as effective in the delivery of reading instruction, there appeared overall to be a need for further development in allowing more student-led dialogue and less teacher dominated discourse. The number of times the majority of these teachers instigated instructional strategies during a guided reading lesson impacted on power relationships countering dialogic discourse. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Educational Review 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=82371852
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        Value: 10.1080/00131911.2011.625112
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              Text: Nov2012
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