Aim (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
The primary aim of the current study was to see if concept maps can be used to demonstrate cognitive differences between teachers whose theoretical orientations toward the teaching of reading are known to differ. Specifically, the authors were interested in testing whether the ordered tree technique could be used to distinguish teachers who advocated “whole-language” (e.g., Goodman, 1986) or “phonics-based” (e.g., Chall, 1967) approaches to reading instruction.
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Psychology
Social Science
Empirical Science
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Lit-Review (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
RQ (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Aim (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Hypothesis (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Methods (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Discussion (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Conclusion (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Limitations (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)