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This descriptive study employed mixed methods to explore preservice teachers' initial knowledge and subsequent use of explicitly taught reading comprehension strategies in primary grade classrooms during a year-long, field-based teacher preparation program. Self-Knowledge Rating Surveys, Strategy Multiple-Choice Tests, strategy logs, lesson plans, self-evaluations, mentor teacher/university liaison evaluations, and interviews with university liaisons comprised data sources. Research questions addressed what reading comprehension strategies primary preservice teachers self-reported they knew; what they demonstrated they actually knew via testing and implementation; and how the self-reports, test results, and implementation compared. Results indicated that neither knowledge nor prior exposure to research-based comprehension strategies transferred into teaching when strong external influences that did not support strategy use such as scripted programs, district policies, high stakes testing environments, and public school mentor teachers' examples of teaching were present.

In the present study, alternatively certified 5th-grade teachers used textbooks and worksheets as primary teaching materials because of their limited access to trade books. The limited number of trade books that these teachers used were mostly scientifically accurate. However, a large proportion of the trade books integrated into the science curriculum were not related to science. Observational and interview data indicated a focus on textbooks and vocabulary instruction. Overall, the student passing rate on state-mandated science tests in these alternatively certified teachers' classrooms was lower than the average passing rate for the state. The authors discuss implications, including the need for ongoing professional development related to curriculum, appropriate resources, and teaching strategies. (Contains 4 tables and 1 figure.)

The article discusses a study on the differences between graduates of field-based teacher education programs and those of alternative teacher certification programs during their first year of teaching. Participants in the induction group and alternative certification group were hired in urban and suburban school districts in Texas. It notes that traditionally certified teachers were perceived to have greater capacities than alternatively certified teachers in their second year of teaching.

The purpose of this pilot study was to investigate preservice teachers' self-reported knowledge and use of content instructional strategies while teaching in primary classrooms in Texas. This research study describes 33 subjects' responses regarding (a) awareness of content instructional strategies, (b) use of the content instructional strategies they identified, and (c) the strategies they thought were the most useful. It appears that these preservice teachers were familiar with a wide variety of strategies. Of the 40 instructional strategies listed by the preservice teachers, however, only nine different strategies were used by five or more preservice teachers in their classroom teaching. [ABSTRACT FROM AUTHOR]

The article presents a speech by Wayne M. Linek, president of Texas A&M University-Commerce, delivered at the College Reading Association meeting. He discusses reform in the mentoring organization for the reading colleagues. He aims to provide insight and stimulate the idea about mentoring in a variety of concepts.