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Teacher Education: Con Position<br />John T. Guthrie<br />
Con Position<br />Affirms that:<br />Literacy researchers HAVE produced a base of knowledge that provides practitioners an...
Literacy Researchers<br />Peer-reviewed journals carrying Teacher Education research:<br />RRQ, RTE, ESJ, JLR<br />Educati...
Base of Knowledge: 3 propositions<br />1. Teacher Education impacts teachers’ literacy instruction practices:<br />IRA Com...
Base of Knowledge: 3 propositions<br />1. Teacher Education impacts teachers’ literacy instruction practices:<br />Results...
Base of Knowledge: 3 propositions<br />1. Teacher Education impacts teachers’ literacy instruction practices:<br />Review ...
Base of Knowledge: 3 propositions<br />1. Teacher Education impacts teachers’ literacy instruction practices:<br />Early l...
Base of Knowledge: 3 propositions<br />2. Teacher Education impacts teachers’ beliefs about teaching and children:<br />Re...
Base of Knowledge: 3 propositions<br />3. Teacher Education impacts students’ achievement: <br />50-State survey of polici...
Base of Knowledge: 3 propositions<br />3. Teacher Education impacts students’ achievement: <br />Comparing Traditional and...
Explicit guidance from research<br />Explicit guidance refers to TE programs with high impact: <br />Vision, apprenticeshi...
Explicit guidance from research<br />Explicit guidance refers to : <br />Case-based explanation  <br />Risko, RRQ<br />Re-...
Audiences<br />Practitioners are teacher educators<br />---reached through professional trade books<br />Policy makers in ...
Need improvement in research ?<br />Improvement in TE research is possible and necessary:<br />Ethnic minority inclusion—<...
Need improvement in guidance ?<br />Improvement in TE guidance from research is possible and necessary:<br />Quality of Un...
Recommendation: Expand<br />Foolish to ignore existing base of knowledge, formulations of explicit guidance, connections t...
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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 policies.

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Transcript of "Teacher Education research"

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