Graduate Research Papers

Availability

Open Access Graduate Research Paper

Keywords

Language arts (Primary); Diaries -- Authorship -- Study and teaching (Primary);

Abstract

The article describes a teacher's use of reflective practice to guide the implementation of the literacy block in her "multi-level" classroom, which included instruction by grade level and by performance level. A reflective journal proved to be a valuable tool as the author struggled with planning for action, problem-solving, decision making, and confronting "living contradictions" (Whitehead, 2000) between theoretical beliefs and instructional practice. The personal reflection process included daily and weekly written reflection and collaborative reflection. Collaborative reflection occurred with colleagues, a mentor, and a university advisor. Schon's (1989, 1995) concepts of reflection-onaction, reflection-in-action and reflection-for-action were incorporated. The use of The Four Blocks Framework (Cunningham, Hall, & Sigmon, 1999) assisted with the integration of multi-grade (Mason & Bums, 1996) and multi-age (Veenman, 1995, 1996) concepts which resulted in "multi-level" literacy instruction.

Year of Submission

2005

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

Department

Division of Literacy Education

First Advisor

Penny L. Beed

Second Advisor

Rick Traw

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2005

Object Description

1 PDF file (33 leaves)

Language

en

File Format

application/pdf

Included in

Education Commons

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