Becoming Responsive Literacy Teachers in an Adult Literacy Tutoring Practicum
Abstract
none
Reference
Mosley Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K, & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (formerly the National Reading Conference), (pp. 163-179). Oak Creek, WI: Literacy Research Association Conference.
Journal
Yearbook of the National Reading Conference
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
- Elementary school
- University
Preservice Participants
- Post bachs (university based program)
- Undergraduates (university based program)
Preservice Sample Size
19
Other Participant Data
Duration of Data Collection
Data Sources
- Analytical notes
- fieldnotes
- Interviews
- student work
- Transcriptions
- Video
Data Analysis Tools
- Case study analysis
- Constant comparative analysis
- Discourse analysis (conversational analysis)
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
Guiding question during debriefing sessions with PTs:
“In what ways do parents support their children’s literacy development, and in which contexts are those ways recognized or overlooked?”
Purpose of study was to describe what the researchers learned about how Community Literacy/El Puente supported preservice teachers’ emergent ideas about teaching students in ways that are responsive to communities.
Is this research question explicit from the manuscript? Yes