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Abstract

The purpose of this study was to describe how students respond when in transition from traditional to innovative language arts instruction. Data were collected through observations, interviews, and documents. Analysis was conducted through the constant comparative method. Breadth of description was achieved through case study of the group as a whole. Depth was achieved through case studies of two of the students. Patterns in students' responses resulted in a grounded theory of change for students in such transition. The theory indicates that students progress through three stages. The first stage is one of Comfortable Dependence, when students do what is expected of them because it fits their paradigm of school. The second stage is one of Anxiety, when students resist as they become aware that the rules have changed. The final stage is Comfortable Independence, when students become self-directed learners. Findings were consistent with other change research that indicates that change is a process implemented over time, is individualized, is accompanied by anxiety, and requires personal and technical support.

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Curricular Innovations in Literacy Instruction: How Students Respond to the Change

Abstract

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