Teacher Education research
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Teacher Education research

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Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and ...

Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.

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Teacher Education research Teacher Education research Presentation Transcript

  • Teacher Education: Con Position
    John T. Guthrie
  • Con Position
    Affirms that:
    Literacy researchers HAVE produced a base of knowledge that provides practitioners and policy makers with explicit guidance for improving literacy and literacy instruction.
  • Literacy Researchers
    Peer-reviewed journals carrying Teacher Education research:
    RRQ, RTE, ESJ, JLR
    Education Evaluation and Policy Analysis
    Teaching and Teacher Education
    Journal of Teacher Education
    Teacher Education Quarterly
  • Base of Knowledge: 3 propositions
    1. Teacher Education impacts teachers’ literacy instruction practices:
    IRA Commission’s study: Hoffman, Roller, Maloch, Sailors, Duffy, & Beretvas, ESJ
    Quasi Experiment:
    8 Excellent programs:
    33 grads; 28 comparison students
  • Base of Knowledge: 3 propositions
    1. Teacher Education impacts teachers’ literacy instruction practices:
    Results: Excellent programs fostered literacy practices of:
    Rich text environments
    High engagement with texts
    High levels of understanding
    Valuing texts
  • Base of Knowledge: 3 propositions
    1. Teacher Education impacts teachers’ literacy instruction practices:
    Review of 82 qualitative studies: Risko et al., RRQ
    TE programs fostered “explicitness of teaching” (explanation, use of examples, modeling, practice in field settings)
    Daily logs of 75,000 lessons; 1900 classrooms: Correnti, EEPA
    Intensity of PD in literacy
    Extensiveness of literacy instruction
  • Base of Knowledge: 3 propositions
    1. Teacher Education impacts teachers’ literacy instruction practices:
    Early language and literacy centers: Neuman et al., American Education Research Journal
    Randomized experiment:
    291 sites in 4 cities
    Course + coaching; Course; Control
    Course + coaching had expansive, enriched literacy practices
  • Base of Knowledge: 3 propositions
    2. Teacher Education impacts teachers’ beliefs about teaching and children:
    Review of 82 qualitative studies: Risko et al., RRQ
    Beliefs about students’ potentials
    Beliefs about teacher efficacy
    Knowledge about texts
    Knowledge about strategies
  • Base of Knowledge: 3 propositions
    3. Teacher Education impacts students’ achievement:
    50-State survey of policies; National data base: Darling-Hammond, Education Policy Analysis Archives (electronic)
    “Teacher quality” (certification, courses, field work) correlated with student reading achievement (NAEP Grade 4) at .75, after controlling for student poverty and language background.
    States with high student achievement have a higher percentage of teachers with full certification than states with lower achievement.
  • Base of Knowledge: 3 propositions
    3. Teacher Education impacts students’ achievement:
    Comparing Traditional and Alternative Certifications in same schools—Darling-Hammond, 2009 from Mathematica, 2009
    Teachers with more coursework in Traditional Certification had students with higher reading achievement gains than teachers with less coursework in Alternative Certification (who showed losses).
  • Explicit guidance from research
    Explicit guidance refers to TE programs with high impact:
    Vision, apprenticeship, personalize
    Hoffman, ESJ
    “Learning and doing”
    Risko, RRQ
    Courses with coaching
    Neuman, AERJ
  • Explicit guidance from research
    Explicit guidance refers to :
    Case-based explanation
    Risko, RRQ
    Re-mediation of teaching via reflections from cognitive ethnographies of learning Gutierrez, JTE
    Intensity of professional interaction
    Correnti, EEPA
  • Audiences
    Practitioners are teacher educators
    ---reached through professional trade books
    Policy makers in State Departments of Education
    ---reached through task forces in 1970s-1990s
  • Need improvement in research ?
    Improvement in TE research is possible and necessary:
    Ethnic minority inclusion—
    Lee, Educational Researcher
    ELL inclusion—
    Jimenez, RRQ
    African American inclusion--
    Morrell, RRQ
    Engagement in literacies—
    Guthrie, JLR
  • Need improvement in guidance ?
    Improvement in TE guidance from research is possible and necessary:
    Quality of University programs
    Amount of professional development
    Number of courses in literacy
    Diversity of Faculties inliteracy education
  • Recommendation: Expand
    Foolish to ignore existing base of knowledge, formulations of explicit guidance, connections to diverse audiences, and community of researchers in TE.
    If you believe we have an existing knowledge base in Teacher Education that is communicated to teachers, you want to affirm the con position in this debate.