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University Microfilms International A Bell & Howell Information Company 3 0 0 North Z eeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 0011255 A descriptive analysis of teacher thinking in an elementary French immersion school Salomone, Ann Masters, Ph.D. The Ohio State University, 1989 Copyright ©1989 by Salomone, Ann Masters. All rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 i A DESCRIPTIVE ANALYSIS OF TEACHER THINKING IN AN ELEMENTARY FRENCH IMMERSION SCHOOL DISSERTATION Fresented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Ann Masters Salomone, B.A., M.A.T. * * * * * * * The Ohio State University 1989 Dissertation Committee: Approved by Elizabeth B. Bernhardt Gilbert A* Jarvis Adviser Robert Donmoyer College of Education Copyright by Ann Masters Salomone 1989 For Ron, who gave so much ii ACKNOWLEDGEMENTS My thanks go to the United States Department of Education, whose grant #R168F80060 supported this research. Much gratitude also goes to my committee, and especially my adviser, Elizabeth Bernhardt, for her faith in me and her willingness to share her expertise. The special insights of Carolyn Mendez, Christine Coombe, JoAnn Hammadou, and Pat Myrhen gave me courage, as did the support I received from my co-workers in Arps Hall: Betsy Tannehill, Jeanne Bernhard, Barbara Patterson, Wynn Kimble, and Mary Armentrout. I thank them all. The teachers and staff at "Glenwood" School were wonderful. Without their indulgent cooperation, this study could not have been conducted. I remain in awe of their expertise and dedication. My hometown friends, Jane Easton, Betsy Nusbaura, Camille Smith, and Jane Whitley, all deserve thanks for the sense of normalcy they gave me. Laurel Call and Rachel Martin provided support and inspiration. I am grateful to my parents, who raised me with courage and caring; my mother's valued support during this project was unfailing. But, the greatest sacrifices were made by my men, who accepted my absences in both mind and body. I thank David, for his belief that I would finish] Mike, for his cheerful encouragement; Daniel, who seemed to understand best; and Ron, my partner and friend. iii VITA May 16, 1946 .......... Born— Norfolk, Virginia 1969 ........................ B.A., Indiana University 1972 ........................ M.A.T., Indiana University 1974-present ................ Part-time French Instructor, Ohio University-Chillicothe 1978-79 .................... French teacher, Huntington High School, Chillicothe, Ohio 1980-82 .................... French teacher, Southeastern High School, Richmondale, Ohio 1984-86 < . • . French and English teacher, Chillicothe High School, Ohio 1986-present .... ........ Graduate Research Assistant, The Ohio State University PUBLICATIONS Book Review, (co-authored with Gilbert A. Jarvis) of Reinhold Freidenstein and C. Vaughan James (Eds.), Confidence through Competence in Modern Language Learning: An International View of some Contemporary Issues, for Studies in Second Language Acquisition (in press). Book Review, (co-authored with Gilbert A. Jarvis) of H. Douglas Brown, Principles of Language Learning and Teaching, Second Edition, for Studies in Second Language Acquisition, 10 (3), 400-402. FIELDS OF STUDY Foreign Language Education Studies in Second Language Acquisition, Supervision, Reading Elizabeth B. Bernhardt Studies in Testing, Research, Educational Psychology Gilbert A. Jarvis Qualitative Research Robert Donmoyer Educational Statistics John J. Kennedy French Translation Pierre Astier Teacher Education Donald R. Cruickshank iv TABLE OF CONTENTS DEDICATION........................................................... ACKNOWLEDGEMENTS .................................................. iii VITA ................................................................. LIST OF T A B L E S...................................................... LIST OF F I G U R E S .................................................. viii LIST OF P L A T E S.................................................... .. CHAPTER . PAGE I. THE PROBLEM................................................... II. REVIEW OF THE L I T E R A T U R E ............................17 III. METHODOLOGY ........................................62 IV. DESCRIPTION..........................................68 Pierre . ........................................ 73 Denise .......................................... 88 M a r i e ............................................ 106 Nadine .............. ......... 123 P a t r i c e .......................................... 138 E s t e l l e .......................................... 152 V. ANALYSIS .......................................... 166 Single Case Analyses.......... ................... 174 Cross-Case A n a l y s i s .......... ................... 250 VI. THEMES, CONCLUSIONS, AND SUGGESTIONS FOR FURTHER STUDY ....................... 288 LIST OF REFERENCES................................................. 295 v APPENDICES A. Related Documents ................................. 311 B. Samples of Teachers' M a t e r i a l s .......................331 C. Samples of Data Analysis P r i n t o u t s ...................343 vi LIST OF TABLES TABLE PAGE 1. Data Matrix for Pierre ........................ ....176 2. Data Matrix for Denise .............................. 187 3. Data Matrix for Ma r i e ............................. .198 4. Data Matrix for Nadine .............................. 213 5. Data Matrix for Patrice ............................ 227 6. Data Matrix for Estelle....................... .239 7. Crosscase Combination Data Matrix .................... 251 vii LIST OF FIGURES FIGURE PAGE 1. Dunkin and Biddle Model for the Study of Classroom Teaching........................ 2 2. Organization of the Dissertation ...................... 15 3. Pattern of Analysis............ 16 4. Shavelson and Stern Model of Teachers' Decision Making during Interactive Teaching .......... ..49 5. Room 1— Jardin d'enfants [kindergarten] ................... 76 6. Room 1 5 .................................................... 91 7. Room 2 .................................... * ............ 109 8. Room 1 4 . ............................................... 125 9. Room 4 ................................................... 140 10. Room 9 ................................................... 155 viii LIST OF PLATES PLATE PAGE I. Marie's Bulletin Board .................................. 207 II. Nadine's Bulletin B o a r d ......................... 219 III. Patrice's Bulletin B o a r d ............ ...................226 ix CHAPTER I THE PROBLEM Rather than presupposing that the causes for predetermined outcomes are "out there" somewhere in an ordered universe of schooling waiting for discovery by imaginative researchers . the researchers' attentions would turn to the subjectively reasonable beliefs that teachers already hold. An examination of these beliefs and the study of evidence bearing upon them would become the initiating focus for teacher effectiveness research (Fenstermacher, 1978, p. 169). Called "practical knowledge" by Elbaz (1981), "classroom perspective" by Janesick (1977), "principles of teaching" by MacKay and Marland (1978), "conceptions" by Duffy (1977), "beliefs" by Nespor (1984a, 1984c), "images" by Clandinin (1986), and "constructs" by Kelly (1955), the implicit theories (Clark, 1988a) that underlie a teacher's classroom decision making must be understood in order to understand that teacher's behavior. These constructs, however, change over time, often because of changes in teaching context. In foreign language teaching, these contexts can be especially varied. Language teaching can occur in natural settings or in classrooms, where instruction varies according to how much the language is used— from a foreign language context (where the language is studied as an end in itself and the focus is likely to be on language form, rather