The purpose of this study was to examine closely the processes, both theoretical and enacted, a teacher undergoes when making changes in methods of reading instruction. A case study using qualitative research methods chronicled a teacher who after 19 years of teaching strictly by the basal began changing toward a balanced literature approach. A model of transition demonstrating this teacher's processes of change is included.
Hurst, B. (1999). Process of change in reading instruction: A model of transition. Reading Horizons, 39 (4). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol39/iss4/1