What Matters Most? A Survey of Accomplished Middle-Level Educators' Beliefs and Values about LiteracyAction in Teacher Education
Format of Original10 p.
PublisherTaylor & Francis (Routledge)
AbstractNinety teachers working in award-winning middle schools responded to a survey that explored, quantitatively and qualitatively, how they (1) defined themselves as teachers of literacy, (2) viewed multiliteracies in adolescents' lives, and (3) valued these literacies in the classroom. Mean scores indicated that Basic Literacies (e.g., comprehension, word identification, fluency, writing) were rated more favorably than New Literacies (e.g., media, Internet, critical, out of school). Strong qualitative support existed for literacy instruction in all disciplines, but interpretations varied. The most positive agreement centered on every teacher being a teacher of literacy. Little support existed for developing students' out-of-school literacies in schools. Such findings have strong implications for altering curricular emphases and merging teacher practice with adolescents' needs and interests.
Citation InformationMarla H. Mallette, Bill Henk, Jan E. Waggoner and Carol J. DeLaney. "What Matters Most? A Survey of Accomplished Middle-Level Educators' Beliefs and Values about Literacy" Action in Teacher Education (2005) ISSN: 0162-6620
Available at: http://works.bepress.com/william_henk/11/