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
Date Original
2005
Object Description
1 PDF file (33 leaves)
Copyright
©2005 Lori L. Weber
Language
en
File Format
application/pdf
Recommended Citation
Weber, Lori L., "Using reflection to guide literacy instruction in the "multi-level" classroom" (2005). Graduate Research Papers. 3578.
https://scholarworks.uni.edu/grp/3578
Comments
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