Title: BEST PRACTICES IN TEACHER PREPARATION
1http//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
2Overview 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
3A 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
4Theoretical 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
6Identifying 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) -
712 Principles of Beginning Literacy Instruction
That Improve Learning
- Teacher knowledge and orchestration
- Language, culture, home background, and reading
instruction - Literacy dispositions
- Phonemic awareness instruction
- Decoding instruction
- 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
85 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
9Research 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)
10Research 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
11The Web Interface Front Page
12The Web Interface Menu
13Preparing 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
14Content 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.
15Principled 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
commentary