The Elementary School Journal-By the University Of Chicago
By The Best Group  Katie, William,  Khoo,  Jack,
Authors <ul><li>James V. Hoffman  ( University of Texas at Austin)  </li></ul><ul><li>Cathy Roller  ( International Readin...
Focus <ul><li>The preparation of elementary preservice teachers to teach reading and on their first 3 years of teaching in...
Research questions:  <ul><li>What effects do participation in and completion of an excellent reading teacher education pro...
What procedures did the experimenter use for the study? <ul><li>Literacy Review </li></ul><ul><ul><li>Reading Teacher Educ...
Experimenting, analysis and findings <ul><li>The commission used both quantitative and qualitative research methods to exp...
Year one <ul><li>Quantitative data are collected </li></ul><ul><li>It indicated clear differences between graduates of com...
Year Two <ul><li>The qualitative research perspective continued with ongoing interviews. </li></ul><ul><li>The method was ...
Year Three <ul><li>The research expended the data collection in participating classrooms to include more frequent observat...
Major conclusions for the study <ul><li>Results suggested that participation in a high-quality teacher preparation program...
Types of research studies <ul><li>Quasi-experimental.  </li></ul>
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Thebestgroup

  1. 1. The Elementary School Journal-By the University Of Chicago
  2. 2. By The Best Group Katie, William, Khoo, Jack,
  3. 3. Authors <ul><li>James V. Hoffman ( University of Texas at Austin) </li></ul><ul><li>Cathy Roller ( International Reading Association, Newark, DE) </li></ul><ul><li>Beth Maloch ( University of Texas at Austin) </li></ul><ul><li>Misty Sailors ( University of Texas at San Antonio ) </li></ul><ul><li>GeraldDuf fy ( University of North Carolina, Greensboro ) </li></ul><ul><li>S. Natasha Beretvas ( University of Texas at Austin ) </li></ul><ul><li>National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction Newark, DE </li></ul>
  4. 4. Focus <ul><li>The preparation of elementary preservice teachers to teach reading and on their first 3 years of teaching in schools. </li></ul>
  5. 5. Research questions: <ul><li>What effects do participation in and completion of an excellent reading teacher education program have on the experiences of teachers as they enter schools? </li></ul><ul><li>How does teachers’ preparation relate to their teaching practices? </li></ul>
  6. 6. What procedures did the experimenter use for the study? <ul><li>Literacy Review </li></ul><ul><ul><li>Reading Teacher Education: Background, Austin and Morrison’s (1962). </li></ul></ul><ul><ul><li>“ The Torch Lighters-revisited”, Morrison and Austin, (1976) </li></ul></ul><ul><ul><li>The IRA Commission’s survey of preservice preparation in reading.Hoffman, Roller, & National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction,2001). </li></ul></ul><ul><ul><li>Six reviews of the literature on teacher education in reading. </li></ul></ul><ul><ul><li>Grossman et al. (2001) conducted one of the few systematic studies of the long-term effects of teacher preparation. </li></ul></ul><ul><ul><li>The IRA commission – The eight common features identified. </li></ul></ul>
  7. 7. Experimenting, analysis and findings <ul><li>The commission used both quantitative and qualitative research methods to explore the research questions. </li></ul><ul><li>Data collected spanned 3 years </li></ul>
  8. 8. Year one <ul><li>Quantitative data are collected </li></ul><ul><li>It indicated clear differences between graduates of commission programs and general education programs </li></ul>
  9. 9. Year Two <ul><li>The qualitative research perspective continued with ongoing interviews. </li></ul><ul><li>The method was expanded to include data collection on the classroom environment and classroom teaching that was descriptive and quantitative </li></ul><ul><li>Statistical test was applied and the observation data indicated higher levels of engagement with texts in classrooms of commission teachers. </li></ul>
  10. 10. Year Three <ul><li>The research expended the data collection in participating classrooms to include more frequent observations. </li></ul><ul><li>The data were consistent with the patterns observed in year two. </li></ul><ul><li>The findings suggested that the graduates of high-quality preparation programs continued to maintain their advantage over the same year comparsion teachers. </li></ul>
  11. 11. Major conclusions for the study <ul><li>Results suggested that participation in a high-quality teacher preparation program has a positive influence on the transition of teachers entering the profession and on the adoption of effective teaching practices by these teachers. </li></ul><ul><li>Graduates of excellent programs were more effective than teachers in the comparison groups in creating and engaging their students with a high quality literacy environment. </li></ul>
  12. 12. Types of research studies <ul><li>Quasi-experimental. </li></ul>

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