Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
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Throne, J. (1994) Teaching and practice. Harvard Educational Review, 64, 195-208.
A kindergarten teacher describes educational reform and its effect on classroom teachers as a pendulum, swinging from one opposing ideology to another. Reading teachers, in their effort to become more effective teachers, may find different reading theories in conflict with the needs of specific students. Or they may find that one theory does not provide all of the answers to assisting a particular student. The author uses her students' learnings and stories about her classroom practice, as examples of integrating several theoretical perspectives to ensure her students' success. She advocates that researchers must go beyond a particular ideological stance to incorporate the realities of the classroom and create a dialogue between teachers and researchers to foster a more comprehensive view of how students learn to read.
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