Minding the gate: Data-driven decisions about the literacy preparation of elementary teachers
Abstract
This article examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The ICLA measures pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment. The purpose of this article was first to examine pre-service candidates' performance on areas of literacy knowledge. Candidates scored highest when matching literacy terms to definitions; they were mildly less successful matching terms to descriptions of research-based instructional activities; moderately less successful when asked for words containing specified phonic patterns from a passage; and least successful when addressing essay-formatted scenario questions. Idaho literacy instructors have used this information to inform them of their teaching effectiveness. A second purpose of this article was to highlight the challenges and benefits for faculty and programs interested in adopting a similar testing model. The article also points out the organizational and political constraints that can delay adoption and use.
Reference
Squires, D., Canney, G. F., & Trevisan, M. S. (2009). Minding the gate: Data-driven decisions about the literacy preparation of elementary teachers. Journal of Teacher Education, 60(2), 131–141. doi:10.1177/0022487108330552
Journal
Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
yes
Research Approach
Geographic Setting
Institutional Context
Certification Level
- Elementary
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
2593
Duration of Data Collection
Data Sources
Data Analysis Tools
- Quantitative Content Analysis
- Statistical analysis
Researcher Positionality
Research Questions
What does the Idaho Comprehensive Literacy Assessment (ICLA) tell us about pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment?
Is this research question explicit from the manuscript? Combination
What are the challenges and benefits for faculty and programs interested in adopting a testing model similar to ICLA?
Is this research question explicit from the manuscript? Unknown