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Multiple case studies

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TDWolsey
TDWolsey

This document outlines a multi-phase research study on literacy teacher preparation programs and the first years of teaching. Phase I examined how nine programs prioritized reading standards and their signature aspects. It found the highest congruence with curriculum/instruction standards and lowest with diversity standards. Phase II studied student teaching and found strongest emphases were on curriculum/instruction and literate environments. Phase III will examine the extent standards are enacted by novice teachers and relate this to student literacy learning. Initial findings showed commonalities across programs but methodological differences between the first two phases. The contact and link are provided for more information.

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MULTICASE STUDIES https://app.box.com/UNR February 24, 2014
THE SCHOOL PHOTOGRAPHY PROJECT
SCHOOLS AS SIGNIFICANT PLACES BUILDING IDENTITIES
Multiple case studies
BACK TO LITERACY – TERSG  Teacher Education Research Study Group (TERSG)
IRA STANDARDS FOR READING PROFESSIONALS, 2010 Standard 1: Foundational Knowledge  Standard 2: Curriculum and Instruction  Standard 3: Assessment and Evaluation  Standard 4: Diversity  Standard 5: Literate Environment  Standard 6: Professional Learning and Leadership 
PHASE I (TEACHER PREPARATION)  Research Questions: 1. How do nine teacher preparation programs prioritize the IRA Standards for Reading Professionals and how are these priorities similar? 2. What are the signature aspects and underlying influences of each literacy teacher preparation program and how are they similar? 3.What is the stated learning of teacher candidates in these programs (declarative knowledge)?
FINDINGS FROM PHASE I Signature Aspects: Theory into practice, Balanced literacy, and Assessment to inform instruction  IRA Standards:   Highest congruence--Literacy curriculum and instruction  Lowest--diversity  70% congruence: What is taught in the program and what candidates say they learned
PHASE II: DURING STUDENT TEACHING
PHASE II: FINDINGS Cross case analysis  Strongest emphases in student teaching were attained in IRA Standard 2 (curriculum and instruction) and Standard 5 (literate environment)  Weakest areas were Standard 4 (diversity) and Standard 6 (professional learning and leadership)  Mitigating factors 
PHASE III: THE FIRST YEAR OF TEACHING Research questions 1. To what extent are the high priority signature aspects and IRA Standards enacted by novice teachers? a) What mitigating and other factors exist? b) How have novice teachers adapted what they learned in their preparation programs? 2. How is student literacy learning evidenced in the novice teacher’s classroom? a) How does the novice teacher interpret assessment data? b) How does the novice teacher characterize student learning? 3. What is the congruence between the extent of the novice teacher’s use of signature aspects and student learning?
INITIAL FINDINGS What did the two studies have in common  What was different methodologically between the two studies? 
CONTACT AND LINK Thomas DeVere Wolsey  TDWolsey@msn.com   https://app.box.com/UNR

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Multiple case studies

  • 3. SCHOOLS AS SIGNIFICANT PLACES BUILDING IDENTITIES
  • 5. BACK TO LITERACY – TERSG  Teacher Education Research Study Group (TERSG)
  • 6. IRA STANDARDS FOR READING PROFESSIONALS, 2010 Standard 1: Foundational Knowledge  Standard 2: Curriculum and Instruction  Standard 3: Assessment and Evaluation  Standard 4: Diversity  Standard 5: Literate Environment  Standard 6: Professional Learning and Leadership 
  • 7. PHASE I (TEACHER PREPARATION)  Research Questions: 1. How do nine teacher preparation programs prioritize the IRA Standards for Reading Professionals and how are these priorities similar? 2. What are the signature aspects and underlying influences of each literacy teacher preparation program and how are they similar? 3.What is the stated learning of teacher candidates in these programs (declarative knowledge)?
  • 8. FINDINGS FROM PHASE I Signature Aspects: Theory into practice, Balanced literacy, and Assessment to inform instruction  IRA Standards:   Highest congruence--Literacy curriculum and instruction  Lowest--diversity  70% congruence: What is taught in the program and what candidates say they learned
  • 9. PHASE II: DURING STUDENT TEACHING
  • 10. PHASE II: FINDINGS Cross case analysis  Strongest emphases in student teaching were attained in IRA Standard 2 (curriculum and instruction) and Standard 5 (literate environment)  Weakest areas were Standard 4 (diversity) and Standard 6 (professional learning and leadership)  Mitigating factors 
  • 11. PHASE III: THE FIRST YEAR OF TEACHING Research questions 1. To what extent are the high priority signature aspects and IRA Standards enacted by novice teachers? a) What mitigating and other factors exist? b) How have novice teachers adapted what they learned in their preparation programs? 2. How is student literacy learning evidenced in the novice teacher’s classroom? a) How does the novice teacher interpret assessment data? b) How does the novice teacher characterize student learning? 3. What is the congruence between the extent of the novice teacher’s use of signature aspects and student learning?
  • 12. INITIAL FINDINGS What did the two studies have in common  What was different methodologically between the two studies? 
  • 13. CONTACT AND LINK Thomas DeVere Wolsey  TDWolsey@msn.com   https://app.box.com/UNR