ABSTRACT
This study explored the epistemic underpinnings of a reading lesson on drawing conclusions taught by a 4th-grade teacher. It targeted the epistemic beliefs of the teacher, the epistemic underpinnings of her reading instruction, and the educational materials used. Different qualitative methods and data sources were triangulated using a dimensional and developmental coding scheme (12-Cell Matrix) to identify epistemic patterns in the data. The study revealed that the epistemic beliefs of the teacher differed in part from the epistemic underpinnings of her instruction and the educational materials used. That is, the teacher's espoused epistemic beliefs about reading did not match her enacted epistemic beliefs about teaching reading. Her instruction on what sources to use when drawing conclusions seemed to contradict each other and resulted in mixed epistemic messages. Speculations are drawn on the potential relationships among the teacher's epistemic beliefs, the epistemic underpinnings of instruction, and educational materials used.
