Content Area Reading Strategy Knowledge Transfer From Preservice to First-Year Teaching
Abstract
Using interviews and 10 weeks of consecutive lesson plans with supporting documentation, the author analyzes four first-year teachers' assigned in-class and out-of-class reading assignments and their choices and uses of reading strategies they learned in their preservice program.
Reference
Alger, C. (2009). Content Area Reading Strategy Knowledge Transfer From Preservice to First-Year Teaching. Journal of Adolescent & Adult Literacy, 53(1), 60–69.
Journal
Journal of Adolescent and Adult Literacy
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
- rural education
- suburban
- Urban Education
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
4
Duration of Data Collection
Data Sources
- Document Analysis
- Interviews
- lesson plans
- Observations
- Questionnaire
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
Research Questions
What and how much to teachers ask their students to read?
Is this research question explicit from the manuscript? Yes
What reading strategies do teachers use and why?
Is this research question explicit from the manuscript? Unknown
What are the barriers to using reading strategies in content area classrooms?
Is this research question explicit from the manuscript? Unknown