A qualitative study of planning practices in a whole language elementary classroom

This study examined the extent to which one classroom teacher who subscribed to whole language philosophy implemented the planning practices as advocated in whole language literature. The study was implemented in a third grade class of 10 females, 13 males, and their classroom teacher in a mid-western city with a population of approximately 70,000. The majority of the students were Caucasians from upper middle class socio-economic backgrounds. One student was African American.;The teacher had ten years of teaching experience in grades 1--3. She held a master's degree in Elementary Education and was an active member of Teachers Applying Whole Language (TAWL). The school principal and the TAWL organization considered her teaching practices to be consistent with the whole language philosophy.;This study used several data sources that collected over a period of ten 2 hour and 30 minute class periods. The researcher took field notes, audio-taped classroom events, conducted formal and informal interviews with the teacher and students, and acquired copies of teacher-made models for classroom activities. After the data was collected, the researcher sorted and recorded the information according to planning, implementation, and evaluation practices. Finally, results were compared with the listed practices advocated in whole language literature.;The data analysis revealed that the teacher followed 5 of the 9 advocated whole language planning practices, implemented 11 of 14 advocated whole language practices, and 3 of 5 advocated whole language evaluation practices. School district curriculum and assessments requirements and the fact that the study was done near the end of the school year may have affected the results.;The findings indicated that whole language teachers and students may use some but not all advocated planning, implementation, and evaluations for an individual theme. This somewhat limited study did not indicate that whole language teachers and students never incorporate all planning, implementation and evaluation practices as advocated in whole language literature. Neither does it imply that all advocated practices should apply to all themes. For a more complete understanding of the general use of planning practices as advocated in whole language literature, the researcher recommended further research over a longer period of time and in a variety of whole language classrooms.