Concept
Discussion on teacher theoretical orientations results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
- Researchers predicted that teachers known to emphasize the whole language would generate a higher proportion of nodes demonstrating concern for individual differences between children, affect toward the learning of reading, and outside class activities associated with reading. → This hypothesis was supported for affect and individual differences, but not for outside class intellectual stimulation.
- These results suggest that concept maps are useful as a measure of theoretical orientation, and they appear to validate at least two of the assumptions concerning instructional practices concrete examples of instructional strategy and instructional outcomes are of importance to all teachers, and this may account for the lack of a relationship between these variables and theoretical orientation.
- As predicted, there were no structural differences between the maps of whole language- and phonics-oriented teachers.
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Updated 2021-07-02
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Psychology
Social Science
Empirical Science
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Discussion on teacher theoretical orientations results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Discussion on teacher’s experience affecting results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)