These kids just aren’t motivated to read: The influence of preservice teachers’ beliefs on their expectations, instruction, and evaluation of struggling readers.

Abstract

This qualitative case study examined the beliefs of preservice teachers about teaching struggling readers. The study was concerned with participants' beliefs in the context of tutoring struggling readers in order to discover how these beliefs influenced the preservice teachers' expectations, instruction, and evaluations of these learners. The findings from this multiple case study suggest that preservice teachers may not believe they are capable of or responsible for teaching all of their students to read. The preservice teacher beliefs about teacher efficacy and responsibility influenced many teaching behaviors in the current study.

Reference

Scharlach, T. D. (2008). These kids just aren't motivated to read: The influence of preservice teachers' beliefs on their expectations, instruction, and evaluation of struggling readers. Literacy Research and Instruction, 47, 158-173. DOI: 10.1080/19388070802062351

Journal

Literacy Research and Instruction

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Case study
Qualitiative

Geographic Setting

University of Florida

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

not stated

Research Location Context

University

Preservice Participants

Graduate Students

Preservice Sample Size

Duration of Data Collection

4 months

Data Sources

Autobiographies
Background information sheet
Evaluation
Interviews
Observations

Data Analysis Tools

Case study analysis
cross-case analysis

Researcher Positionality

Outside (not directly invested in the program or operations)

Research Questions

What are preservice teachers’ beliefs about teaching reading in general and teaching struggling readers in particular?
Is this research question explicit from the manuscript? Yes

How do preservice teachers’ beliefs influence their expectations for struggling readers?
Is this research question explicit from the manuscript? Yes

How do preservice teachers’ beliefs influence their instruction for struggling readers?
Is this research question explicit from the manuscript? Yes

How do preservice teachers’ beliefs influence their evaluation of struggling readers?
Is this research question explicit from the manuscript? Yes