A teacher's perspective of the effectiveness of the Shurley Method of Language Arts Instruction.

Abstract

Research methods included observations of the language arts teacher in fifth-grade classrooms, interviews, and stimulated recall interviews. Administrators were also interviewed to assist in determining the context of the teaching situation.

Educators have long debated pedagogy concerning language arts: reading, writing, speaking, listening. Many educators adhere to a pedagogical theory favoring a skills approach with heavy emphasis on grammar instruction. Other educators favor student-centered classrooms using integrated approaches that have students actively involved. The Shurley Method of Language Arts Instruction is an example of grammar instruction using a teacher-centered skills approach. The purpose of the ethnographic research reported here was to explore one teacher's perspective of the Shurley Method of Language Arts Instruction using a sociocultural theoretical approach.

Findings suggest that the context of the community, the school, outside factors concerning school assessment, and the teacher's background do seem to influence the resulting pedagogy, including what and how to teach. From the teacher's perspective the Shurley Method helped the school meet the constraints, in the form of assessment, mostly norm-referenced and criterion-referenced tests, imposed by outside sources. Also, the Shurley Method was compatible with the pedagogical ideology of community members, the school administrators, the teachers, and the students.

To determine the teacher's perspective using the sociocultural theory involved in-depth analysis of the teacher's world, which included her historical background; her educational background; her theories, approaches, and beliefs concerning teaching in general and specifically the Shurley Method of Language Arts Instruction; community and school contexts; school administrators; and other outside factors that influence pedagogical practices.