Examining two preservice teachers’ practices for promoting culturally responsive literacy in the middle grades
Abstract
Reference
Kaste, J. A. (2001). Examining two preservice teachers' practices for promoting culturally responsive literacy in the middle grades. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 311-322), Chicago, Ill: National Reading 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
- Southeast of the United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- "diversity" course
- field placements (not related to methods courses)
Preservice Participants
Preservice Sample Size
2
Other Participant Data
Duration of Data Collection
Data Sources
- artifacts
- Debriefing meetings
- fieldnotes
- journal entries
- Observation of PT lessons
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What "types of literacy strategies" do "preservice teachers use when teaching in the content areas during their field experiences?"
Is this research question explicit from the manuscript? Combination
"What kinds of culturally responsive practices" do preservice teachers "exhibit in their lessons during student teaching?"
Is this research question explicit from the manuscript? Combination