Portraits of Practice
A Cross-Case Analysis of Two First-Grade Teachers and Their Grouping Practices
Bibliographic Data
| ID | 13683041 |
|---|---|
| Authors | Beth Maloch (0000-0001-8207-6057, The University of Texas at Austin, corresponding author), Jo Worthy (0000-0002-3998-1665, The University of Texas at Austin), Angela Hampton (0000-0001-9001-3216, Ball State University), Michelle Jordan (0000-0002-2798-6370, Arizona State University), Holly Hungerford-Kresser (0000-0003-2461-2071, The University of Texas at Austin), Peggy Semingson (The University of Texas at Austin) |
| Year | 2013 |
| Volume | 47 |
| Issue | 3 |
| Pages | 277-312 |
| Publication date | 2013-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte201322713 |
| OpenAlex | W2243778959 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
This interpretive study provides a cross-case analysis of the literacy instruction of two first-grade teachers, with a particular focus on their grouping practices. One key finding was the way in which these teachers drew upon a district-advocated approach for instruction—an approach to guided reading articulated by Fountas and Pinnell (1996) in which students are instructed in small groups based on reading level—as a resource for their sense-making. Analysis indicated that the two teachers enacted the practice in distinct ways based on their experiences and personal characteristics. Findings further suggested that, reminiscent of research on ability groups conducted mainly in the 1970s and 1980s, instruction and materials in both classrooms were qualitatively different between lower groups and higher groups. Although we do not implicate the practice of guided reading per se, we call for closer examinations of modern manifestations of ability-grouped practices and explorations of alternatives to such practices
Art · Mathematics education · Pedagogy · Portrait · Sociology · Visual arts · Collaborative Teaching and Inclusion · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
Human inference
Making inequality
Cognition and Policy Implementation
Getting to Scale with Good Educational Practice
Teachers' communication of differential expectations for children's classroom performance
Student Social Class and Teacher Expectations
Writing Ethnographic Fieldnotes
Ability Grouping Practices in Elementary School and African American/Hispanic Achievement
Oral reading in the school literacy curriculum
An Examination of Ability Grouping for Reading Instruction
Factors That Predict Success in an Early Literacy Intervention Project
Growth in Reading and How Children Spend Their Time Outside of School
The Production of Achievement Inequality in High School English
The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction
Norms of Collegiality and Experimentation
Time Spent Reading and Reading Growth
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2023 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |