Understanding the Decision Making of First Year Teachers in Ohio Regarding Literacy Instruction and Policy

Presenter Information

Amy Mullins, Bluffton UniversityFollow
Kathryn Ohle, University of Alaska Anchorage
Andrew Huddleston, Abilene Christian University

Abstract

First year teachers encounter and negotiate many influences when making decisions concerning teaching and assessing reading, including district and local policy. Often, as a result, many first year teachers, abandon, limit or modify much of what they learned regarding teaching and assessing reading, from their teacher education programs. This qualitative study examines the decision making of first year teachers regarding literacy instruction and policy.

Recommended Citation

Mullins, Amy; Ohle, Kathryn; and Huddleston, Andrew (2016) "Understanding the Decision Making of First Year Teachers in Ohio Regarding Literacy Instruction and Policy," Ohio Journal of Teacher Education: Vol. 30: No. 2, Article 8.
Available at: https://www.exhibit.xavier.edu/ojte/vol30/iss2/8