Decision Making of an Expert Classroom Teacher.

An expert reading instruction teacher was studied for one academic year to explore his interactive decision making' processes. Previous lines of research have indicated that, for some teachers, interactive decision making involves more than simply maintaining established routines that assure smooth activity flow and involves deviating from the pre-planned activities to attend to issues of content and pedagogy. In this simudy, ShavelsoW and Stern's. models of preactive and interactive decision making were used to describe the expert teacher's actual performance. Specific examples of teacher-student interactions are aiven. with analyses of how they reflected the close relationship that existed between the teacher's preactive and interactive decision making and his knowledge, values, and beliefs about how reading should be taught. The study revealed that at least some teachers do make more interactive decisions durin