Learning to teach literacy in a high-stakes testing environment: Perceptions of interns and clinical faculty in professional development schools.
Abstract
Reference
Sturtevant, E. G., Dunlap, K. L., & White, C. S. (2000). Learning to teach literacy in a high-stakes testing environment: Perceptions of interns and clinical faculty in professional development schools. In T. Shannahan & F. V. Rodriguez-Brown (Eds). 49th Yearbook of the National Reading Conference, (pp 153-164). 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?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
36
Other Participant Data
Duration of Data Collection
Data Sources
- Focus group discussions
- Questionnaire
Data Analysis Tools
- coding (non-specific)
- Qualitative Analysis
- Quantitative analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
Were interns' experiences and opportunities related to learning to teach literacy influenced by a high-stakes testing environment in their public school internship placements? If so, how?
Is this research question explicit from the manuscript? Yes
Did interns and clinical faculty perceive that their instructional beliefs related to teaching literacy were influenced by a high stakes testing environment? If so, how?
Is this research question explicit from the manuscript? Yes
Did interns and clinical faculty perceive that their literacy instructional practices were influenced by the high-stakes testing environment? If so how?
Is this research question explicit from the manuscript? Yes