Opting Out: Examining Teacher’s Beliefs When Faced With Core Reading Programs

  • Tynisha D. Meidl St. Norbert College
Keywords: curriculum planning, linguistically and culturally diverse student populations, teacher beliefs

Abstract

This qualitative study focused on how teachers in a small, urban elementary school in Pennsylvania negotiate their beliefs and instructional delivery the classroom. In the area of literacy instruction, there has been an increased reliance on Core-reading programs in elementary school. Classroom teachers, caught in the middle, are charged with the responsibility to raise test scores, plan curriculum, motivate students, and provide a welcoming learning environment for all students. In this article, teachers’ beliefs about meeting the needs of urban students amidst NCLB were explored, in relation to curriculum planning. A case study approach guided this research, using interviews, observations, and document analysis. Data from participant statements and researcher observations, illuminate the reasons why teachers “opted-out” of having a sense of fidelity towards the mandated curriculum. According to the researcher opting-out was a means to equalize the discord between meeting student academic needs while adhering to the mandated curriculum and pacing guide.

Author Biography

Tynisha D. Meidl, St. Norbert College

Dr. T. Meidl is an assistant professor at St. Norbert College in teacher education. Her research focuses on literacy, preparing pre-service teachers for the reading classroom, and academic service learning in teacher education. She has spent time as an elementary classroom teacher in urban and rural settings serving diverse student populations.

Published
2013-10-21
How to Cite
Meidl, T. (2013). Opting Out: Examining Teacher’s Beliefs When Faced With Core Reading Programs. Current Issues in Education, 16(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1118
Section
Articles