A study investigated how literature-based reading/language arts materials were being used in two "exemplary" third/fourth grade combination classes, the influence of teacher epistemology on classroom instruction, and whether teachers were enacting the whole language emphasis mandated by the state. One of the two partiipating teachers had over 20 years experience and the other had 3 yearn experience in a large southern California urban school district. Data sources included: classroom observations and videotapes of the language arts segments of the school day 2 days per week for 3 co%secutive weeks; interviews with six students from each class; and reading and writing attitude measures. Results indicated that: (1) each teacher had coherent theories of how reading should be taught, and used theory to guide her practice; (2) both teachers appeared to be integrating the language arts as envisioned by California's English/Language Arts Framework, but the textbook was the preeminent authority; (3) fewer worksheets and workbook assignments were given, and more authentic skills-based assignments were generated, than has been shown to be the case in past studies; (4) both teachers felt free to construct curriculum for their students; (5) reading and writing attitudes of the students were generally positive; and (6) collaborative learning was common in both classes, but there was still much lecturing and recitation. Findings suggest that both of the teachers studied have epistemological stances that are far from a constructivist epistemology of teaching and militate against the tenets of whole language. Two teacher-generated figures representing their conceptions of classrooms, and a preliminary model of teacher epistemological stance are attached. (Contains 62 references.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Teacher Epistemology and Practice: Enactments in the Elementary Language Arts Classroom Dana L. Grisham University of California, -Riverside "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).U.S. DEPARTMENT OF EDUCA"ION Office of Educational Research and imp .ovement EDUCATIONAL RESOURCES INFORI 4ATICN CENTER (ERIC1 Pills document has been reproduced as received from the person or organization originating it C Minor changes have been made to improve reproduction chrlity Points of view or opinions stated in this document do not necessarily represent official OERI position or policy Paper presented at the Annual Meeting of the National Reading Conference December 2-6, 1992 San Antonio, Texas

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The Development of Thought: Equilibration of Cognitive Structures

Teacher Epistemology and Practice: Enactments in the Elementary Language Arts Classroom.

The novice learner often faces difficulties in transforming knowledge space into meaningful concept space. This is because the reorganisation and review of mental models happen in isolation with little avenue for feedback or help for reflection. In Merlin agent-assisted collaborative concept map version 2.3, cognitive apprenticeship is incorporated with a collaborative concept map within a common knowledge space. In Merlin version 3.0, we enhance the task planning/learning goals and modelling aspects and investigate their effects on virtual collaboration. Inaba et al.'s (2000) Learning Goal Ontology is adapted to investigate whether goals are achieved after the users build the brand for a movie company using Merlin and the branding model we created in the knowledge base. Qualitative findings indicate that setting personal and common goals, as well as modelling, can help create positive learning experiences.

The effects of learning goals and modelling on virtual collaboration: a case study on the Merlin agent-assisted collaborative concept map

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The implementation of Information and Communication Technology (ICT) in teaching and learning in Rekopantswe area office Schools

From where should science teaching derive its inspiration? It is suggested here that if we are to have sustainable, rational progress in science teaching then practice must be theoretically based. Working from this position, Piaget's theory is examined for its teaching implications. Ten implications are derived and, in a second section of the paper, are used to generate a coherent program of classroom practice and research.

The Development of Thought: Equilibration of Cognitive Structures

Citations

Teacher Epistemology and Practice: Enactments in the Elementary Language Arts Classroom.

The effects of learning goals and modelling on virtual collaboration: a case study on the Merlin agent-assisted collaborative concept map

The implementation of Information and Communication Technology (ICT) in teaching and learning in Rekopantswe area office Schools

Developmentally-based insights for science teaching

Qualitative and Quantitative Information in Cognitive Group Awareness Tools: Impact on Collaborative Learning

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