An Examination of Preservice Literacy Teachers’ Initial Attempts to Provide Instructional Scaffolding
Abstract
In today's diverse schools, meeting individual literacy needs of students is one of the most challenging aspects of teaching. Instructional scaffolding is a powerflil tool that many literacy teachers use to meet the challenge. While the term denotes a vnde array of strategies, most teachers use scaffolding in some form or another in their classrooms. Many consider it to be one of the most effective instructional procedures available (Cazden, 1992; Graves, Graves, & Braaten, 1996).
Reference
Many, J., Taylor, D., Wang, Y., Sachs, G., & Schreiber, H. (2007). An examination of preservice literacy teachers' initial attempts to provide instructional scaffolding. Reading Horizons, 48(1), 19-40.
Journal
Reading Horizons
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
Programatic Focus
Research Location Context
- field-based methods course
Preservice Participants
- alternative master’s degree in reading, language, and literacy education
Preservice Sample Size
8
Other Participant Data
- Students in classrooms
- Students in tutorial setting
Duration of Data Collection
Data Sources
- Classroom Discussion
- fieldnotes
- Interviews
- Observations
- Written reflections (prior to program entry)
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- Outside (not directly invested in the program or operations)
Research Questions
"How can we describe preservice literacy teachers' initial attempts to provide instructional scaffolding to second Ianguage learners?" (p. 21)
Is this research question explicit from the manuscript? Yes