MULTICASE STUDIES

THOMAS DEVERE WOLSEYPRESENTATION AT

THE UNIVERSITY OF NEVADA, RENOFebruary 24, 2014

https://app.box.com/UNR

THE SCHOOL PHOTOGRAPHY PROJECT

SCHOOLS AS SIGNIFICANT PLACES

BUILDING IDENTITIES

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