TITLE

CHANGING ROLES OF TITLE I READING TEACHERS IN LIGHT OF NEW PROVISIONS AND TEAMTEACHING MODEL

AUTHOR(S)
Gupta, Abha; Oboler, Eileen
PUB. DATE
September 2001
SOURCE
Reading Matrix: An International Online Journal;2001, Vol. 1 Issue 2, p1
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
We present the important and very complicated roles of the Title I Reading teacher in light of a new instructional paradigm: teamteaching. Following the 1994 reauthorization of Title I, Reading teachers often find themselves in multiple professional roles (Improving America's Schools Act, 1994). Based on observational data collected in our research on elementary school communities, five major categories of professional roles emerged (Oboler, 1993; Gupta and Oboler, 1998). We interpret Reading teachers' roles with respect to the new provisions found in the Interim Report, 1996, issued by the U.S. Department of Education (http://www.ed.gov/pubs/NatAssess), and Title I, Part A, Title I of The Educational Excellence for All Children Act of 1999 (http://www.ed.gov/offices/oese/esea). Various dependent roles; such as, resource teacher, mentor, intern, team teacher, and administrator are subsumed under the title, Reading Teacher / Literacy Specialist. A teamteaching model for instructing students at-risk, in compliance with federal regulations, demonstrates successful collaborative teaching practices to maximize student learning opportunities.
ACCESSION #
32572844

 

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