Peter Effect in the Preparation of Reading Teachers
Abstract
The Peter Effect (
Applegate & Applegate, 2004) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these constructs considered essential for early reading success. Results from a survey of basic language constructs revealed similar patterns in performance between teacher educators and their respective teacher candidates, which served as initial validation of the Peter Effect in reading teacher preparation.
Reference
Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter effect in the preparation of reading teachers. Scientific studies of reading, 16(6), 526-536.
Journal
Scientific Studies of Reading
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
- Multiple Sites across the US
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Multi-sited (across universities)
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
173
Other Participant Data
Duration of Data Collection
Data Sources
Data Analysis Tools
- ANOVA
- Correlation
- Descriptive statistics
Researcher Positionality
- Outside (not directly invested in the program or operations)
Research Questions
if the TE had a better under- standing of the science of reading, did their teacher candidates also possess a better understanding of basic language constructs than their teacher candidate counterparts?
Is this research question explicit from the manuscript? Combination