Cross-age, cross-content modeling: Improving teacher credential candidate skill at adapting and modifying
Abstract
A team of three instructors in a collaborative teacher credential program, each representing three departments (Elementary, Secondary, and Special Education), modeled concrete, implementable literacy activities that spanned grade levels, content areas, and ability levels to examine if modeling in such a manner would yield better candidate understanding of, and skill in, adapting and modifying classroom instruction. We included a metacognitive narrative, explicitly deconstructing our reasoning for modeling the adaptations and modifications we made in our literacy activities, in order to help teacher candidates find more relevance in those examples being modeled. The study used a pre and post-survey and a culminating assignment to determine the efficacy of these theory-into-adapted-activity cycle presentations. The results of the study indicated that teacher candidates are better able to implement those strategies into their teaching after this partnering of a metacognitive narrative with the overt modeling of these literacy strategies across grade level, content area, and ability level. [ABSTRACT FROM AUTHOR]
Reference
Pak, M., Knotts, G., & Gudoski, P. (2016). Cross-age, cross-content modeling: Improving teacher credential candidate skill at adapting and modifying. National Teacher Education Journal, 9(1). 17-24.
Journal
National Teacher Education Journal
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- Multiple levels of certification across programs
Programatic Focus
- Elementary
- Secondary
- Special Education
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
87
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
Will modeling "concrete, implementable literacy activities
that spanned grade levels, content areas, and ability levels," "yield
better candidate understanding of, and skill in, adapting and modifying classroom instruction?"
Is this research question explicit from the manuscript? Combination