Minding the Gate: Data-Driven Decisions about the Literacy Preparation of Elementary Teachers

Autor/inn/en	Squires, David; Canney, George F.; Trevisan, Michael S.
Titel	Minding the Gate: Data-Driven Decisions about the Literacy Preparation of Elementary Teachers
Quelle	In: Journal of Teacher Education, 60 (2009) 2, S.131-141 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487108330552
Schlagwörter	Reading Strategies; Teacher Education; Literacy Education; Decision Making; Data Analysis; Preservice Teachers; Measures (Individuals); Pedagogical Content Knowledge; Vocabulary; Definitions; Teaching Methods; Teacher Effectiveness; Phonics; Knowledge Base for Teaching; Essays; Testing; Testing Programs; Statewide Planning; Elementary Education; Idaho + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Lehrerausbildung; Lehrerbildung; Decision-making; Entscheidungsfindung; Auswertung; Messdaten; Pädagogische Kompetenz; Wortschatz; Begriffsbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Essay; Aufsatzunterricht; Testdurchführung; Testen; Planwirtschaft; Elementarunterricht
Abstract	This article examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The ICLA measures pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment. The purpose of this article was first to examine pre-service candidates' performance on areas of literacy knowledge. Candidates scored highest when matching literacy terms to definitions; they were mildly less successful matching terms to descriptions of research-based instructional activities; moderately less successful when asked for words containing specified phonic patterns from a passage; and least successful when addressing essay-formatted scenario questions. Idaho literacy instructors have used this information to inform them of their teaching effectiveness. A second purpose of this article was to highlight the challenges and benefits for faculty and programs interested in adopting a similar testing model. The article also points out the organizational and political constraints that can delay adoption and use. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10