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Despite training in phonics and phonemic awareness during literacy methods courses, preservice teachers indicate having a limited understanding of how to apply these two critical components of reading in their own classrooms. As preservice teachers enter the classroom, they will need support from principals, literacy professionals, and colleagues to provide effective instruction in phonics and phonemic awareness. Stacey Bose proposes a three-tiered support system to provide a continuum of professional learning as preservice teachers transition from the university to the classroom.

This study uses mixed methodology of the convergent design to examine stakeholder perceptions toward a transferred model of accreditation for national Christian schools in Latin America. Parents, teachers, and leaders from five accredited schools participated in an accreditation survey. One parent, teacher, and leader from each of the five accredited schools were selected for a semi-structured interview. Survey results were very positive toward the accreditation, but there were significant statistical differences in the perceptions of the stakeholder groups. Interview results were also very positive with five themes that were confirmed by all participants. Stakeholders acknowledged that the transferred model was appropriate for the region, but the model needed to be further contextualized.