A Title I teacher's beliefs, decision-making, and instruction at the thirdand seventh grade levels

The purpose of this study was to compare previous research findings (Mitche ll, Konopak, & Readence, 1991) that examined the consistency between a Titl e I teacher's beliefs about reading and her instructional practices at the third and seventh grade levels. The researchers selected a pull-out class t o observe during five separate instructional sessions. All data were qualit atively analyzed by a research team that searched for meaningful patterns a nd trends. There was some variation between the Title I teacher's belief ab out reading and her instructional practices at the third and seventh grade levels, a result of the complex nature of the two schools. Results support (a) the need for teacher improvement programs to focus on the identificatio n of constraints/opportunities that influence instructional decision-making , ways to sort through dilemmas, and weigh alternatives, (b) the need to co ordinate Title I instruction with regular classroom instruction, and (c) th e importance of the study of teacher beliefs.