Abstract of

Pathways to Affective Accountability: Selecting, Locating, and Using Children's Books in Elementary School Classrooms

Nancy L. Williams

Patricia T. Bauer

The current accountability movement has focused on academic achievement but has circumvented issues of motivation and authentic reading materials. Many educators have challenged this direction of the reading curriculum, particularly criticizing the narrowing of the curriculum, the continued focus of teaching to the tests, the overemphasis on narrowly defined “scientific” research, and the limited use of children's books in teaching and learning.

Collaborative action research conducted by the authors and the faculty of an urban elementary school confirmed that teachers were pressured by high-stakes testing and were restricted by the lack of time—yet they continued to value children's literature. However, the teachers reported that they limited instruction to only those books that were in their classrooms, and were uncertain how and where to find additional appropriate books. Professional development in the selection, location, and use of children's literature reacquainted the teachers with the joy of children's literature and instructional implications.

Based upon these findings, the authors present suggestions for classroom teachers within the context of affective accountability, a process that extends effective teaching to include motivation, enjoyment, accomplishment, and self-worth, and offers an instructional plan that honors all children's right to excellent reading instruction.

Abstract from Williams, N.L., & Bauer, P.T. (2006, September). Pathways to Affective Accountability: Selecting, Locating, and Using Children's Books in Elementary School Classrooms. The Reading Teacher, 60(1), 14–22. doi: 10.1598/RT.60.1.2