"An Analysis of the Decision Making of Novice Teachers in Ohio Concerni" by Amy Mullins, Andrew Huddleston et al.
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An Analysis of the Decision Making of Novice Teachers in Ohio Concerning Literacy Instruction and Assessment: A Longitudinal Collective Case Study

Abstract

Novice teachers encounter and negotiate many influences when making decisions concerning teaching and assessing reading. Often, as a result, many novice teachers, abandon, limit or modify much of what they learned regarding teaching and assessing reading from their teacher education programs. This is a longitudinal collective case study, using data collected through interviews, observations, and documents, examines the decision making of novice teachers across three settings the first year and two stings the second year, regarding literacy instruction and assessment and considers how teachers negotiate the misalignment that often occurs as they teach and assess reading. Findings suggest that the environment in which the teachers instructed had the largest impact on the decisions teachers made regarding reading instruction and assessment.

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