Date of Award
1990
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
George Rooney
Committee Member
Dr. William Anderson
Keywords
educational change, elementary education, holistic evaluation, instructional materials, language arts, literacy, literature appreciation, non-graded instructional grouping, parent-school relationship, portfolio self-evaluation, reader response, reading attitudes, reading programs, reading-writing relationship, student-centered curriculum, student evaluation
Abstract
This practicum was designed to improve the consistency of resources, activities, and assessment strategies in intermediate-level language arts programs with a holistic, process-oriented perspective of literacy development. The first goal was to implement literature-based programs in several classes. The second goal was to nurture lifelong reading habits by improving students' attitudes towards and interest in reading and increasing the number of books read. The final aim was to foster among intermediate-level teachers a commitment to a holistic approach to literacy development and to instructional practices congruent with this perspective.
The writer, in collaboration with several teachers, helped to implement literature-based language arts programs emphasizing the following: student choice of texts, more varied and creative personal responses to literature, a broader range of assessment practices, including portfolios, response journals, self-evaluations, and individual development profiles, integration with other subject areas, liaison with the library and librarian, parent education, enrichment activities using a variety of media. The writer sent home class newsletters, implemented a daily home-school book in which students shared their school activities and experiences, created bulletin board displays, and advertised the holistic approach to literacy development. Provided a literature review to school staff, made presentations to parents and teachers on program organization and instructional practices, developed and administered the evaluation components of the practicum.
The results of the practicum were positive. Analysis of the data revealed that 7 out of 10 students displayed improved attitudes towards reading. All participating students read completely 10 or more books and used 10 or more different types of portfolios, written and performance oral responses. Interviews with staff suggested a continued and commitment to using a holistic approach and an interest in improving and extending the current language arts programs. Of 43 parent respondents, 7 out of 10 agreed that class newsletters and home-school books were helpful to them in understanding the program's philosophy and its related activities and that reporting procedures provided them with clear, descriptive, and detailed information about their children's individual progress.