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Since the passing of No Child Left Behind Act of 2002 (NCLB), teacher autonomy over curricular decisions has been restricted. As a result, state and local school districts faced increased pressures...

The purpose of this study was to understand how writing teacher educators, who used research-based practices, make connections to K-12 classrooms for their preservice teacher candidates. A ...

In response to the dearth of research on K to 6 teacher preparation for teaching writing, we investigated writing methods course instructors’ course assignments. Participants’ courses met the follo...

This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices navigated school contexts by following existing practices, adjusting to conditions, and pushing back. Mediating influences, internal and external, were factored how novices applied knowledge from teacher preparation programs. Authors employed the metaphor of paddling a constantly changing river to convey novices’ actions for meeting students’ literacy learning. Recommendations for teacher educators and policymakers are suggested.

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing in K–12 classrooms, our survey of literacy teacher educators indicated that teacher preparation programs rarely offer stand-alone writing instruction methods courses. Evidence suggests that writing methods are frequently embedded in reading methods courses. Equally concerning, data indicate a lack of confidence among many teacher educators regarding teaching writing methods. This study highlights the need for greater attention to writing in teacher preparation programs and adds to the conversation of why these issues continue to plague higher education.

The purpose of this article is to describe the first part of a three-phase study to learn what makes an effective elementary literacy initial licensure program. The first step was to identify how nine programs prioritized research-based literacy practices and to identify each program's unique features, which we called “signature aspects.” Findings suggest that all the programs emphasized teaching literacy theories, instructional practices, and uses of assessment. The programs also had unique features, such as the workshop approach and communities of practice. The conclusions of this study are that programs, despite a wide variety of program configurations, independently prioritized the International Reading Association standards in similar ways, and that the signature aspects of the nine programs were a result of the contexts of the institutions.