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Article
What Matters Most? A Survey of Accomplished Middle-Level Educators' Beliefs and Values about Literacy
Action in Teacher Education
  • Marla H. Mallette, Southern Illinois University Carbondale
  • Bill Henk, Marquette University
  • Jan E. Waggoner, Southern Illinois University Carbondale
  • Carol J. DeLaney, Southern Illinois University Carbondale
Document Type
Article
Language
eng
Format of Original
10 p.
Publication Date
7-1-2005
Publisher
Taylor & Francis (Routledge)
Disciplines
Abstract

Ninety 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.

Comments

Accepted version. Action in Teacher Education, Vol. 27, No. 2 (Summer 2005): 33-42. DOI. © Taylor & Francis (Routledge) 2005. Used with permission.

Citation Information
Marla 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/