Education Commons^™

Young Adult Literature As A Catalyst For Preservice Teachers To Challenge Norms Of The Secondary Ela Classroom, Heather Pule

The Reading Professor

Young adult literature (YAL) has the potential for transforming English Language Arts (ELA) preservice teachers' (PTs') practice (Flores et al., 2019; Haddix & Price-Dennis, 2013). Purposefully designed YAL curriculum in teacher education (TE) can affect PTs' literacy identities (Spitler, 2009), support them in thinking critically about the effects of prevailing secondary ELA norms, and show them the power and possibilities of representative and inclusive classroom texts. To portray the topics of disruption organically and to disrupt the traditional social science research format, poetic inquiry was used to portray PTs' reflections.

To Avoid Or Grapple With Tensions? Preservice Teachers Learning To Teach Literacy For Social Justice, Kathryn Struthers Ahmed

The Reading Professor

This nested case study explored the individual and environmental factors shaping preservice teachers' (PSTs') learning about teaching literacy for social justice while student teaching in urban, high-poverty schools. Grounded in Cultural Historical Activity Theory, findings show how the unique interplay of contextual factors led to different learning outcomes for PSTs, despite having similar experiences and perspectives on literacy teaching. Notably, when PSTs avoided tensions and contradictions between their student teaching placements and their university-based teacher education program, their learning towards the university's programmatic goals was constrained. However, when they opted to grapple with instructional tensions, their learning was more expansive. …

From Uncertainty To Confidence: Implementation Of A Cyrano De Bergerac Coaching Model In A Virtual Reading Clinic, Bethanie Pletcher, Gillian Benedetti, Marilyn Nicol

The Reading Professor

During the Fall 2021 semester of a Reading Assessment and Intervention course, an instructor and two doctoral graduate assistants piloted a study in which the instructor used "bug-in-ear" (BIE) technology to deliver teaching prompts to preservice teacher (PST) tutors while they listened to children read in a virtual tutorial setting. The course instructor joined virtual tutorial sessions over Zoom using a laptop computer and communicated with the tutors via phone, through a Bluetooth earpiece provided for them. The BIE coaching occurred during the 10-minute guided reading portion of the lesson, and during the child's oral reading of the text, the …

The Effects Of Team-Based Learning On Preservice Elementary Teachers' Sense Of Efficacy For Literacy Instruction, Lauren R. Brannan

The Reading Professor

Teaching efficacy is an important variable related to teaching behaviors, student achievement, and teachers' psychological behaviors; therefore, strategies to build teaching efficacy during preservice teacher preparation should be implemented. Team-based learning (TBL) has been used across a variety of disciplines in higher education, but it hasn't been explored in the preparation of elementary literacy teachers or in relation to teaching efficacy. In this study, TBL was implemented in an undergraduate reading methods course for one semester. A comparison group was used from the same course during a different semester using a traditional lecture approach. Participants' sense of efficacy for literacy …

A Second Look At Literacy Leadership Preparation Practices, Laurie A. Sharp, Roberta D. Raymond, Rebekah Piper

The Reading Professor

Abstract

In today’s schools, PreK-12 classroom teachers must be literacy leaders. The purpose of the current study was to examine how literacy teacher educators prepare future PreK-12 classroom teachers for literacy leadership. Using the International Literacy Association’s Standards 2017 publication as a framework and concepts of distributed leadership and teacher leadership as theoretical lenses, the current study employed a cross-sectional survey research design to ascertain current preparation practices. Qualitative data were collected among 86 literacy teacher educators who were affiliated with university-based teacher education programs located throughout the United States. Data were analyzed using a three-level classification diversity analysis and …

Using Literacy As A Tool To Foster An Understanding Of Content Language Literacy For Preservice Teachers, Patricia M. Durham, Jolene Reed

The Reading Professor

In this qualitative study, data were collected on 60 junior level preservice teachers who utilized a semantic feature analysis chart over a 5-week summer semester study of content language literacy in elementary settings. Viewing literacy as a tool, participants analyzed strategies for the ability to support content language fluency through the use of multiple literacies (i.e., reading, writing, speaking listening, and thinking). Findings indicate that use of the chart helped these preservice teachers build pedagogical content knowledge for the concept of content language literacy as well as to strengthen the ability to analyze teaching strategies that developed fluency in content …

Teacher Candidate Book Introductions, Bethanie C. Pletcher, Robin D. Johnson, Rosalynn Rowan Christensen

The Reading Professor

The purpose of this descriptive multi-case study was to explore teacher candidates' book introductions during their field-based studies in elementary classrooms. The participants were 11 undergraduate students (also teacher candidates) enrolled in a field-based reading course at a South Texas regional university. The lessons occurred in the teacher candidates' cooperating teachers' elementary classrooms. Five sources of data were analyzed using both a priori and open coding to determine themes. The book introductions included information related to the meaning of the text and helping students make connections to text; however, little to no syntactical or visual cue information was included. The …