Three Years in the Making: A Cross-case Analysis of Three Beginning Teachers’ Literacy Beliefs and Practices
Abstract
The purpose of this paper is to examine the texts, literacy events, and literacy practices of three beginning elementary teachers' classrooms. Drawing from three years of observational and interview data, we use cross-case analysis to examine the ways in which three teachers made decisions concerning the literacy events and texts in their classrooms. Our analysis pointed to teacher preparation programs, support available within the local school environment (e.g., professional development classes), high stakes testing (school and district pressures), and personal values and beliefs as key factors influencing the teachers' practices.
Reference
Flint, A.S., Maloch, B., & Leland, C. (2010). Three years in the making: A cross-case analysis of three beginning teachers' beliefs and practices. Journal of Reading Education, 35 (2), 14-21.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
- Case study
- Design Development
- Qualitiative
Geographic Setting
- midwest
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
Other Participant Data
Duration of Data Collection
Data Sources
- fieldnotes
- Interviews
- Observations
- student work
Data Analysis Tools
- Constant comparative analysis
- Inductive analysis
- Protocol analysis (as in an observation scheme or chekcklist)
Researcher Positionality
- Inside (studying their own programs)
Research Questions
How do observed literacy events and teachers' ideological stance to these events provide insight into their literacy practices?
Is this research question explicit from the manuscript? Unknown