Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action

In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory, and language arts research, current best practice in reading comprehension instruction is characterized by a strategies approach in which students are taught to think like proficient readers who visualize, infer, activate schema, question, and summarize as they read. Studies investigating the impact of comprehension strategy instruction on student achievement in reading suggest that when implemented consistently the intervention has a positive effect on achievement. Research also shows, however, that few teachers embrace this approach to reading instruction despite its effectiveness, even when the conditions for substantive professional development (i.e. prolonged engagement, support, resources, time) are present. The interpretive case study reported in this dissertation examined the year-long experience of one fourth grade teacher, Ellen, as she leanled about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision making. The research explored how Ellen's academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. Qualitative methods were the basis of this study's research design. The primary methods for collecting data included pre- and post-interviews, field notes from classroom observations and staff development sessions, infonnal interviews, e-mail correspondence, and artifacts such as reading assignments, professional writing, school newsletters, and photographs of the classroom. Transcripts from interviews, as well as field notes, e-mail, and artifacts, were analyzed according to grounded theory's constant-comparative method. The results of the study suggest that three factors were pivotal in Ellen's successful implementation of reading strategy instruction: Pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Ellen's case, a teacher's existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions.

The Olive Tree, Vol. 7 Number 2, 1999

The Winter 1999 issue of The Olive Tree features articles about library projects, collections, technological innovations, and events at Fogler Library, University of Maine.

Calculating Basal Thermal Zones Beneath the Antarctic Ice Sheet

A procedure is presented for using a simple flowline model to calculate the fraction of the bed that is thawed beneath present-day ice sheets, and therefore for mapping thawed, frozen, melting and freezing basal thermal zones. The procedure is based on the proposition, easily demonstrated, that variations in surface slope along ice flowlines are due primarily to variations in bed topography and ice-bed coupling, where ice-bed coupling for sheet flow is represented by the basal thawed fraction. This procedure is then applied to the central flowlines of flow bands on the Antarctic ice sheet where accumulation rates, surface elevations and bed topography are mapped with sufficient accuracy, and where sheet flow rather than stream flow prevails. In East Antarctica, the usual condition is a low thawed fraction in subglacial highlands, but a high thawed fraction in subglacial basins and where ice converges on ice streams. This is consistent with a greater depression of the basal melting temperature and a slower rate of conducting basal heat to the surface where ice is thick, and greater basal frictional heat production where ice flow is fast, as expected for steady-state flow. This correlation is reduced or even reversed where steady-state flow has been disrupted recently, notably where ice-stream surges produced the Dibble and Dalton Iceberg Tongues, both of which are now stagnating. In West Antarctica, for ice draining into the Pine Island Bay polynya of the Amundsen Sea, the basal thawed fraction is consistent with a prolonged and ongoing surge of Pine Island Glacier and with a recently initiated surge of Thwaites Glacier. For ice draining into the Ross Ice Shelf, long ice streams extend nearly to the West Antarctic ice divide. Over the rugged bed topography near the ice divide, no correlation consistent with steady-state sheet flow exists between ice thickness and the basal thawed fraction. The bed is wholly thawed beneath ice streams, even where stream flow is slow. This is consistent with ongoing gravitational collapse of ice entering the Ross Sea embayment and with unstable flow in the ice streams.