Authors sought to examine the usefulness of a new means of coding the content of concept maps. They generated five coding categories to be applied to the maps, intended to reflect important and divergent aspects of teaching of reading.


Macalester College

The authors presented 3 different hypothesis that can be summarize as follows: 
Authors believed that (a) their results on teachers’ theoretical orientation (TORP) scores would predict which categories were represented in their cognitive maps, but they would not predict structures of those maps; (b) high correlations across time would be found for both structure and content measures;(c) more experienced teachers would generate deeper and better differentiated cognitive maps and would use a higher percentage of nodes involving affective factors and individual differences between children


Hypothesis (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)

Mergendoller, J., Sacks, C., 1994. Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps. Beryl Buck Institute for Education, Novato, CA, U.S.A. Teaching & Teacher Education, Vol IO, No 6, pp. 589-599, 1994. 

Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps

Researchers predicted that the cognitive maps of teachers known to emphasize the whole language approach would contain a higher proportion of nodes concerned with individual differences between children, affect toward the learning of reading, and outside class activities associated with reading, than would the maps of more phonics-oriented teachers. 

Hypothesis #1 (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)

The second proposition second prediction was that teachers' maps would be relatively stable over time. Researchers predicted that more experienced teachers would generate a higher percentage of nodes involving concrete examples of instructional strategy. Then they would generate a higher percentage of nodes involving affective factors and individual differences between children.


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