In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge

Robin Griffith, Michelle Bauml, Bonnie Barksdale
  • Journal of Research in Childhood Education, September 2015, Taylor & Francis
  • DOI: 10.1080/02568543.2015.1073202

Teacher Decision Making in Reading Instruction

What is it about?

A study of in-the-moment teaching decisions and how the instructional contexts of whole group, small group, and 1:1 interactions influence the number and type of teaching decisions made.

Why is it important?

In-the-moment teaching decisions are often overlooked and historically difficult to study. This study examines the kinds of decisions primary grade teachers make during reading instruction. Findings from this study reveal that teachers make more in-the-moment teaching decisions in small group and 1:1 instruction than in whole group contexts. This is significant because whole group instruction does not offer many opportunities to differentiate instruction for individual students.

Perspectives

Dr Robin Griffith
Texas Christian University

In this study, I found that student-centered instruction occurs most often in small group and 1:1 instruction. Teachers make fewer student-centered decisions during whole group instruction.

Read Publication

http://dx.doi.org/10.1080/02568543.2015.1073202

The following have contributed to this page: Dr Robin Griffith