“You can pick really good literature that will lead them there”: Investigating the instructional roles teachers utilize when conducting literature discussions

摘要

The purpose of this multi-case study was to investigate the instructional roles teachers utilize in whole group and small group discussion. This study highlights the questioning and response strategies two elementary teachers used during read alouds and literature discussions. Data sources included whole group and small group discussions, interviews, teachersu27 reflection journals, classroom observations, researcher field notes, and Informal correspondence. Data were analyzed using Merriamu27s (1998) analytic framework for case study. A within-case analysis was conducted for each case, followed by a cross-case analysis. Through with-in case analysis questioning and response categories were developed. These categories included: appealing, prompting, examination, labeling, seeking agreement, critical junctures, expanding, and release. Additionally, a cross-case analysis resulted in the identification of two themes across both cases, which were teacher as solicitor and teacher as facilitator. The findings indicate that the teachersu27 instructional approaches, teacher as solicitor and teacher as facilitator, were impacted by university collaboration, teachersu27 reflective practice, administrative pressures, tension with high-stakes testing, and curricular demands. A key implication of this study is the need for instructional planning time that allows for time for teachers to collaborate and share ideas about the benefits of including literature discussion in their reading programs.