Putting the Teacher in Control: Basal Reading Textbooks and Instructional Decision Making

Abstract

As more is learned about the nature of reading and the effective teaching of reading, the need for elementary school teachers who will make substantive curricular and instructional decisions becomes more apparent. However, researchers find little evidence that teachers make such decisions. This article hypothesizes that decision making is impeded by the expectations under which elementary school teachers work, particularly the expectation that basal textbook instruction should conform to certain centrally imposed procedures. Based on an instructional study in which teachers were taught to make decisions about reading instruction while simultaneously following directives about how to use a mandated basal reading textbook, this article examines how such directives influence elementary school teachers' perceptions of their role as reading teachers. Implications are discussed, and suggestions are made regarding how teacher decision making may be expedited.