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theses

There is controversy surrounding teacher preparation programs (Long & Pearson, 2013). The National Council on Teacher Quality (NCTQ) report targets literacy education, suggesting that teachers have not been adequately prepared to serve the needs of students and are lacking knowledge about key components of literacy instruction cited by the National Reading Panel (2000). The current structure at Bloomington College requires students to take one literacy methods course. A review of the curriculum of similar New Jersey teacher education programs found that most included at least two courses. Results of a pilot study suggested that after completing the literacy course students have a rather developing knowledge of literacy instruction, connecting with a few modeled strategies. The research questions addressing this problem of practice were: (1) How do student teachers working in Pre-K to sixth grade classrooms participate in a literacy study group focused on best practices? (a) How does participating in the literacy study group impact students’ content knowledge about best practices in literacy instruction? (b) How do students involved in the literacy study group perform during student teaching? Methods This qualitative case study explored the impact of a twelve-week literacy study group intervention on preservice teachers. The sample included six African American student teachers at Bloomington College who were student teaching in Pre-K to sixth grade classrooms. Data collection included weekly study group field notes and recordings, student interviews, pre- and post- PRAXIS Reading Practice Test scores, and pre- and post- student teaching observations of literacy instruction. Results Findings indicated that students extended their understanding about literacy best practices through rich discussions and co-construction of knowledge. An overall trend in higher post-test scores on the PRAXIS Reading Practice Test and student teaching evaluations of literacy lessons was found. Additional findings include curriculum constraints, cooperating teacher dynamics, teaching for social justice, and high rates of participation. Participants believed the study group provided them with an opportunity to work together to develop a panoramic view of literacy instruction across grade levels.

ETD_6192

Ed.D.

Includes bibliographical references

by Kenneth Kunz

doi:10.7282/T33N2563

ETD doctoral

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