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.

Theoretical Calving Rates from Glaciers Along Ice Walls Grounded in Water of Variable Depths

Calving has been studied for glaciers ranging from slow polar glaciers that calve on dry land, such as on Deception Island (63.0-degrees-S, 60.6-degrees-W) in Antarctica, through temperate Alaskan tide-water glaciers, to fast outlet glaciers that float in fiords and calve in deep water, such as Jakobshavns Isbrae (69.2-degrees-N, 49.9-degrees-W) in Greenland. Calving from grounded ice walls and floating ice shelves is the main ablation mechanism for the Antarctic and Greenland ice sheets, as it was along marine and lacustrine margins of former Pleistocene ice sheets, and is for tide-water and polar glaciers. Yet, the theory of ice calving is underdeveloped because of inherent dangers in obtaining field data to test and constrain calving models. An attempt is made to develop a calving theory for ice walls grounded in water of variable depth, and to relate slab calving from ice walls to tabular calving from ice shelves. A calving law is derived in which calving rates from ice walls are controled by bending creep behind the ice wall, and depend on wall height h, forward bending angle-theta, crevasse distance c behind the ice wall and depth d of water in front of the ice wall. Reasonable agreement with calving rates reported by Brown and others (1982) for Alaskan tide-water glaciers is obtained when c depends on wall height, wall height above water and water depth. More data are needed to determine which of these dependencies is correct. A calving ratio c/h is introduced to understand the transition from slab calving to tabular calving as water deepens and the calving glacier becomes afloat.