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BEST PRACTICES IN TEACHER PREPARATION

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Title: BEST PRACTICES IN TEACHER PREPARATION


1
http//ctell.uconn.edu
  • BEST PRACTICES IN TEACHER PREPARATION
  • AND TECHNOLOGY
  • CONNECTIONS THAT ENHANCE CHILDRENS LITERACY
    ACQUISITION AND READING ACHIEVEMENT
  • An Interagency Educational Research Initiative
  • National Science Foundation Grant No. REC-0089221
  • AERA 2004
  • Kinzer, C. K. (Teachers College, Columbia
    University), Labbo, L. D. (University of
    Georgia), Teale, W. (University of Illinois,
    Chicago), Leu, D. J. (University of Connecticut),
    Cammack, D. W. (Teachers College, Columbia
    University)
  • This material is based upon work supported by the
    National Science Foundation under Grant No.
    0089221. Any opinions, findings, and conclusions
    or
  • recommendations expressed in this material are
    those of the author(s) and do not necessarily
    reflect the views of the National Science
    Foundation

2
Overview What Is CTELL?
Case Technologies to Enhance Literacy Learning is
a collaborative, federally funded, 5-year project
that uses interactive multimedia cases of
effective literacy instruction (including the use
of computer-related technologies) in K-3
classrooms to
  • raise pre-service teachers understanding of
    effective early literacy education principles
    and practices
  • increase teachers use of effective practices in
    the classroom when they first begin teaching
  • significantly raise young childrens reading
    achievement

3
A Brief Rationale For Our Approach
  • 2 million teachers are needed in the next 10
    years in the USA (Teale, Leu, Labbo, Kinzer,
    2002 USDOE)
  • Teacher quality, or the ability of a teacher to
    act as an expert decision-maker, is the most
    important factor in student achievement. However,
    pre-service teacher education programs have
    difficulty teaching complex problem solving to
    meet student needs (Preventing Reading
    Difficulties in Young Children, Snow, Burns,
    Griffin, 1998)
  • Less than 1/2 of new teachers feel well prepared
    to meet the challenges of school classrooms
    (Teacher Survey on Professional Development,
    Lewis et al, 1999)
  • Pre-service teachers do not have enough occasions
    to understand how to contextualize textbook
    literacy instruction procedures in urban,
    suburban, rural, and diverse classrooms
  • Traditional field placements do not provide
    enough exposure to effective computer-related
    literacy instruction

4
Theoretical Frameworks That Inform This Research
  • Case-based instruction
  • e.g., Kinzer Risko, 1997 Lundeberg, 1999
    Merseth, 1991 Shulman, 1995 Silverman Welty,
    1995
  • Anchored instruction
  • e.g., Bransford, Brown Cocking, 1999 Cognition
    and Technology Group, 1990 Hughes, Packard,
    Pearson, 1999
  • Technology in preservice education
  • e.g., Kinzer Leander, in press Lemke, 1998
    Leu, 2000 Leu Kinzer, 2000
  • Social constructivist notions of teaching and
    learning
  • e.g., Alvermann,1990 Reinking, Mealey, and
    Ridgeway.1993 Rowe, 1994 Vygotsky, 1978

5
  • Case-Based Instruction
  • A Promising Approach
  • Student literacy learning cases and case-inquiry
    protocols based on print/video combination in
    professional staff development for in-service
    teachers (Greenleaf Schoenbach, 2001)
  • Multimedia, case-based instruction for
    pre-service teachers (Kinzer Risko, 1998)
  • Videos of specific instructional routines serve
    as a springboard for Internet-based education
    (California Learning Exchange, University of
    California-Irvine the Reading Classroom Explorer
    project, Michigan State)
  • CTELL Principled Literacy Instruction Cases are
    based on anchored instruction (Cognition
    Technology Group at Vanderbilt)
  • Random access capabilities of Internet and/or CD
    technologies allow for levels of interactivity
    denied in conventional videotape scenarios

6
Identifying Principles of Beginning Literacy
Instruction That Improve Learning
  • The notion of principles
  • Moves beyond just describing procedures because
    things dont always work like textbook
    procedures
  • Contextualizes teachers orchestration of
    instruction to address needs of the diverse
    students
  • Serves as the content of the cases and the focus
    of pre-service literacy education courses
  • Emerged from a comprehensive review of research,
    national reports, and is supported/enhanced by
    findings from project-related interviews and a
    national survey (Teale, Kinzer, Labbo, Leu,
    2002)

7
12 Principles of Beginning Literacy Instruction
That Improve Learning
  1. Teacher knowledge and orchestration
  2. Language, culture, home background, and reading
    instruction
  3. Literacy dispositions
  4. Phonemic awareness instruction
  5. Decoding instruction
  6. Comprehension instruction
  • Independent reading
  • Fluency instruction
  • Integrating writing and reading
  • Technology and early literacy development
  • Early assessment and instructional intervention
  • Enthusiasm for reading and writing

8
5 Year Project Outline(Currently in Year 4)
  • Years 1 and 2 - Developmental Formative Phase
  • First - Identify principles of effective literacy
    practice (including use of computer-related
    technologies)
  • Second - Develop 12 interactive, multimedia K-3
    classroom video anchor cases of principled,
    effective literacy practices
  • Third - Conduct formative experiments of
    effective use of the anchor cases in
    pre-service classrooms
  • Years 3 - 5 - Experimental Phase
  • Experimental studies in pre-service methods
    courses
  • Experimental studies of former pre-service
    teachers in their first year of K-3 teaching and
    their students reading achievement

9
Research Design and Analyses
  • IHE instructors knowledge and use of multimedia,
    case-based instruction following a summer
    training session vs.IHE
    instructors knowledge and use of multimedia,
    case-based instruction following Internet-based
    training
  • Case-trained pre-service teachers content
    knowledge of and implementation of effective
    literacy instructional practices
    vs.
  • Non-case-trained pre-service teachers knowledge
    and implementation
  • Pre-post gain scores observation of hands-on
    instruction
  • Pre and post-test comparisons classroom
    observations and interviews (randomly-selected
    sample)

10
Research Design and Analyses, Contd
  • IHE instructors fidelity of implementation of
    multimedia, case based methods in their
    pre-service, methods classes
  • Multimedia case-trained first- and second-year
    teachers implementation of effective reading
    instructional practices in their classrooms
  • vs.
  • Non- multimedia case-trained trained first- and
    second-year teachers
  • Reading achievement of K-3 children in multimedia
    case-trained first- and second-year teachers
    classes
  • vs.
  • Reading achievement of K-3 children in
    non-trained first- and second-year teachers
    classes
  • Coding and analysis of observations, videotapes,
    syllabi
  • In-person teaching observations
    (randomly-selected sample) videotaped
    observations of teaching (randomly-selected
    sample) analysis of lesson plans
    (randomly-selected sample)
  • Comparison of current standardized reading
    achievement test scores with scores from the
    prior 5-year period

11
The Web Interface Front Page
12
The Web Interface Menu
13
Preparing the Cases
  • 5,000 hours of video in 12 K-3 classrooms (4
    demonstrating effective computer-related
    instruction)
  • Pre-service teachers (virtually) step into the
    complex world of K-3 classrooms through
    Principled Literacy Instruction Cases
  • Case components and functional tools prepare
    pre-service teachers to think like expert
    teachers and apply principles of effective
    decision making

14
Content of Cases
ANCHOR CASE 15 minute video captures spirit,
philosophy and activities representative of
literacy instruction contextualize principles of
effective practices that occur in various
classroom settings.
Teacher interviews and reflections explain unique
classroom contexts and implementation of
effective instructional principles.
15
Principled Literacy Instruction Case Components
Anchor video Teacher voiceover Instructional
segments related to principles School
demographics Student profiles of 3 target
children Class work samples assessment Intervi
ews Teacher Principal Parents Expert
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