Selecting texts for English Language Arts classrooms: When assessment is not enough
Abstract
This exploratory analysis examines the text selection practices of four pairs of pre-service and in-service teachers during a course on content area reading instruction in English language arts. Each pair independently negotiated responsibilities for selecting the texts used in a series of four lessons. Results of this analysis identify several factors in the process of text selection that may influence the kinds of texts teachers choose for their classrooms, including teacher knowledge of texts, access to texts, and institutional constraints on text selection. The reasoning participants provided for the selections they made also points to the influence of the current emphasis on high-stakes assessment on teacher decision-making. Text selection is explored as a potential site for teacher agency and differentiation of instruction.
Reference
Friese, E. E. G., Alvermann, D. E., Parkes, A., & Rezak, A. T. (2008). Selecting texts for English Language Arts classrooms: When assessment is not enough. English Teaching: Practice & Critique (University of Waikato), 7(3), 74–99.
Journal
English Teaching: Practice and Critique
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- rural
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
- English Language Arts (ELA)
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
4
Other Participant Data
Duration of Data Collection
Data Sources
- course materials
- instructor feedback
- pre- and post-interviews
- pre-/post-assessment
- reflections
- student work
- Syllabi from University courses
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
How did four teams of pre-service and in-service, middle-grades teachers select written texts for teaching English language arts to readers who struggle with comprehending these texts?
Is this research question explicit from the manuscript? Yes