Teaching Reading in Rural and Urban Elementary Schools

This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.

How does geography play a role in student learning and teacher instruction? Limited research efforts reveal that the needs of students in rural and urban areas are quite distinct from other settings. It is not until exclusive qualities are determined in each environment that instructional plans can be geared to their student bodies. Addressing these sociocultural issues is crucial with an increasingly diverse population of students nationwide. Ten weeks of daily, 90-minute observations and ethnographic interviews of four classroom teachers in rural and urban elementary schools are the primary methods utilized throughout this inquiry. Participatory teachers are selected based on their school-wide reputation for being highly regarded literacy teachers. Findings are categorized into themes as several unique instructional techniques are revealed in each geographical area. Researchers, administrators, specialists, classroom teachers, and teacher candidates will find the results of this investigation intriguing and useful within their own curricular planning and practice. Implications reach across grade levels as models of effective literacy instruction can be developed.