Literacy course priorities and signature aspects of nine elementary initial licensure programs.

Abstract

The purpose of this article is to describe the first part of a three-phase study to learn what makes an effective elementary literacy initial licensure program. The first step was to identify how nine programs prioritized research-based literacy practices and to identify each program’s unique features, which we called “signature aspects.” Findings suggest that all the programs emphasized teaching literacy theories, instructional practices, and uses of assessment. The programs also had unique features, such as the workshop approach and communities of practice. The conclusions of this study are that programs, despite a wide variety of program configurations, independently prioritized the International Reading Association standards in similar ways, and that the signature aspects of the nine programs were a result of the contexts of the institutions.

Reference

Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., ... & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Literacy Research and Instruction, 52, 1-27. doi: 10.1080/19388071.2012.738778

Journal

Literacy Research and Instruction

Analysis

Is this article part of a larger project or series of studies?

yes

Does this study draw on a large, preexisting data set?

Research Approach

Collective case study
Exploratory design

Geographic Setting

Central United States
Eastern United States
Southern US
western united states

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Elementary

Research Location Context

Multi-sited (across universities)

Preservice Participants

University Professors (teacher educators)

Preservice Sample Size

Other Participant Data

Syllabi from teacher preparation program

Duration of Data Collection

Data Sources

Interviews

Data Analysis Tools

Content analysis
cross-case analysis

Researcher Positionality

Inside (studying their own programs)

Research Questions

"How do nine teacher preparation programs prioritize the Standards for Reading Professionals (SPR; IRA, 2003, 2010) and how are these priorities similar?"
Is this research question explicit from the manuscript? Yes

"What are the signature aspects and underlying influences of each literacy teacher preparation program and how are they similar?"
Is this research question explicit from the manuscript? Yes