Inside Out and Outside In: Rethinking Spelling in Inclusive Elementary Classrooms
Abstract
This case study traces the process surrounding changes three second-grade teachers made in their teaching of spelling over the course of one school year. The single-case design draws on sociocultural theory to examine school-university partnerships and their role in teacher change. Data were collected from multiple sources, including interviews, formal and informal classroom observations, documents, questionnaires, and email exchanges. The teachers in this study made substantial changes to their teaching of spelling though the changes were transactional rather than transformational. Changing practice entails various complexities, including lack of time and resources, in addition to static paradigms; yet, perceived changes can result in self-efficacy growth and momentum for future changes.Published
2012-10-01
Issue
Section
Articles