Articles
- Al Otaiba, S., & Lake, V. E. (2007). Preparing special educators to teach reading and use curriculum-based assessments. Reading and Writing, 20(6), 591–617.
- Allen, D. D., & Flippo, R. F. (2002). Alternative assessment in the preparation of literacy educators: Responses from students. Reading Psychology, 23, 15-26.
- Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2015). Adaptive teaching for English language Arts: Following the pathway of classroom data in preservice teacher inquiry. Journal of Literacy Research, 47(1), 83-114. http://dx.doi.org/10.1177/1086296X15590915
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Badger, J. (2010). Assessing reflective thinking: Pre‐service teachers’ and professors’ perceptions of an oral examination. Assessment in Education: Principles, Policy & Practice, 17(1), 77-89. http://dx.doi.org/10.1080/09695940903076022
- Bintz, W., & Shake, M. (2005). From university to classrooms: A preservice teachers' writing portfolio program and its impact on instruction in teaching strategies for writing portfolios in the classroom. Reading Horizons, 45(3), 217-233.
- Brindley, S., & Riga, F. (2009). Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers. English In Education, 43(1), 68-85. doi:10.1111/j.1754-8845.2009.01030.x
- Chung, H. Q., & van Es, E. A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice, 20(2), 113-135.
- Davenport, N. A. M. (2006). Connecting preservice teachers with students: Using email to build skills for teaching writing. Journal of Reading Education, 31(2), 13-19.
- Dempsey, M. S., PytlikZillig, L. M., & Bruning, R. H. (2009). Helping preservice teachers to assess writing: Practice and feedback in a web-based environment. Assessing Writing, 14(1), 38–61. http://dx.doi.org/10.1016/j.asw.2008.12.003
- Ell, F., Hill, M., & Grudnoff, L. (2012). Finding out more about teacher candidates' prior knowledge: Implications for teacher educators. Asia-Pacific Journal Of Teacher Education, 40(1), 55-65. http://dx.doi.org/10.1080/1359866X.2011.643760
- Ellis, S., & Smith, V. (2017). Assessment, teacher education and the emergence of professional expertise. Literacy, 51(2), 84-93. https://doi-org.ezproxy.lib.utexas.edu/10.1111/lit.12115
- Ferguson, K. (2017). Using a Simulation to Teach Reading Assessment to Preservice Teachers. The Reading Teacher, 70(5), 561-569.
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Fong, C.J., Williams, K.M., Schallert, D.L., Warner, J.R. (2013). “Without adding these details, your writing is meaningless”: Evaluating preservice teachers’ constructive feedback on a writing assignment. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, A.H. Cole, D. Herro & K.N. Headley (Eds.), The 62nd Yearbook of the Literacy Research Association (pp. 345-359). Altamante Springs, Florida: Literacy Research Association.
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Friese, E. E. G., Alvermann, D. E., Parkes, A., & Rezak, A. T. (2008). Selecting texts for English Language Arts classrooms: When assessment is not enough. English Teaching: Practice & Critique (University of Waikato), 7(3), 74–99.
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Hayden, H.E. & Chiu, M.M. (2013). Lessons learned: Supporting the development of reflective practice and adaptive expertise. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, A.H. Cole, D. Herro & K.N. Headley (Eds.), The 62nd Yearbook of the Literacy Research Association (pp. 345-359). Altamante Springs, Florida: Literacy Research Association.
- Jacobs, K. B. & Low, D. E. (2017). Critical questioning in and beyond the margins: Teacher preparation students’ multimodal inquiries into literacy assessment. English Education, 49(3), 226-264.
- Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., ... & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Literacy Research and Instruction, 52, 1-27. doi: 10.1080/19388071.2012.738778
- Lipsky, M., Schumm, J. S., Doorn, K., & Adelman, A. (2014). Preparing Preservice Teachers for Data-based Decision Making in Working with Struggling Readers: A Collaborative Effort. Journal Of Reading Education, 40(1), 36-42.
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MacPhee, D. d., & Sanden, S. s. (2016). Motivated to Engage: Learning from the Literacy Stories of Pre-service Teachers. Reading Horizons, 55(1), 16-38.
- Martin, S. D., Chase, M., Cahill, M. A., & Gregory, A. E. (2011). Minding the gate: Challenges of high-stakes assessment and literacy teacher education. New Educator, 7, 352-370. doi: 10.1080/1547688X.2011.619949
- Massey, D. D., & Lewis, J. (2011). Learning from the “little guys”: What do middle and high school preservice teachers learn from tutoring elementary students?. Literacy Research and Instruction, 50(2), 120-132.
- Merkley, D., Dufflemeyer, F., Beed, P., Jensen, S., & Bobys, A. (2007). Using the R2D2 model for creating collaboration among practicing teachers and preservice teachers during reading assessment preparation at four universities. Journal of Technology and Teacher Education, 15(4), 463-482.
- Moore, R. A., & Seeger, V. (2009). Dear sincerely: Exploring literate identities with young children and preservice teachers through letter writing. Literacy Research and Instruction, 48(2), 185-205.
- Morgan, D., Timmons, B. & Shaheen, M. (2006). Tutoring: A personal and professional space for preservice teachers to learn about literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 55th yearbook of the National Reading Conference (pp. 212-223). Oak Creek, WI: National Reading Conference.
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Noel, A. M. (2014) Teacher performance assessment (edTPA): An instructor’s development and evaluation of an embedded signature assessment in an early childhood literacy course. Journal of Early Childhood Teacher Education, 35(4), 357-372.
- Oboler, E. S., & Gupta, A. (2010). Emerging theoretical models of reading through authentic assessments among preservice teachers: Two case studies. Reading Matrix: An International Online Journal, 10(1).
- Quiocho, A.M.L. & Ulanoff, S.H. (2004). Developing inquiry questions: encouraging reflective practice in a language and literacy methods Course. Action in Teacher Education, 25 (4), 1-8. http://dx.doi.org/10.1080/01626620.2004.10648290
- Riley, K., & Crawford-Garrett, K. (2015). Reading the world while learning to teach: Critical perspectives on literacy methods. Teacher Education Quarterly, 42(3), 59-79.
- Rosenthal, J. L., Donnantuono, M., Lebron, M., & Flynn, C. (2017). Children's literacy growth, and candidates' and teachers' professional development resulting from a PDS-based initial certification literacy course. School-University Partnerships, 10(1), 57-65.
- Scales, R. Q., Ganske, K., Grisham, D. L., Yoder, K. K., Lenski, S., Wolsey, T. D., ... & Smetana, L. (2014). Exploring the Impact of Literacy Teacher Education Programs on Student Teachers' Instructional Practices. Journal of Reading Education, 39(3), 3-13.
- Sherry, M. B. (2017). Prospective English teachers learn to respond to diversity in students' writing through the student writing archive project (SWAP). English Education, 49(4). 347-376.
- Smagorinsky, P., Wright, L., Murphy-Augustine, S., O'Donnell-Allen, C., & Konopak, B. (2007). Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education, 58(1), 76-90. http://dx.doi.org/10.1177/0022487106295727
- Spear-Swerling, L. (2009). A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders. Journal of Learning Disabilities. 42(5), 431-443.
- Sturtevant, E. G., Dunlap, K. L., & White, C. S. (2000). Learning to teach literacy in a high-stakes testing environment: Perceptions of interns and clinical faculty in professional development schools. In T. Shannahan & F. V. Rodriguez-Brown (Eds). 49th Yearbook of the National Reading Conference, (pp 153-164). Chicago, Ill: National Reading Conference.
- Timmons, B. J., & Morgan, D. N. (2010). Preservice tutors and first-grade students: Instruction, interactions, and faculty feedback. Literacy Research and Instruction, 50, 15-30. doi: 10.1080/19388070903402118
- Traynelis-Yurek, E., & Strong, M. W. (2000). Preservice Teachers' Ability To Determine Miscues and Comprehension Response Errors of Elementary Students. Journal of Reading Education, 26(1), 15-22.
- White, C., Sturtevant, E., & Dunlap, K. (2003). Preservice and beginning teachers’ perceptions of the influence of high stakes tests on their literacy‐related instructional beliefs and decisions. Reading Research and Instruction, 42(2), 39-62. http://dx.doi.org/10.1080/19388070309558385
- Wolsey, T. D., Young, J. R., Scales, R. Q., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Grisham, D. L., Ganske, K., Dobler, E., & Chambers, S. A. (2013). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education, 35(3), 204-222. http://dx.doi.org/10.1080/01626620.2013.806230