Planting the seeds . . . tending the garden . . . cultivating the student: Early childhood preservice teachers as literacy researchers exploring beliefs about struggling readers and diversity
Abstract
This articles describes a qualitative research project investigating the effects of participation by preservice teachers in a literacy tutorial early intervention program that was based on a constructivist model utilizing self-reflection and inquiry. Seven recurring themes emerged from the data analysis providing little evidence of growth in culturally responsive teaching. The tutors, however, did learn valuable lessons about effective teaching of struggling readers in culturally diverse settings.
Reference
Cobb, J. (2005). Planting the seeds . . . tending the garden . . . cultivating the student: Early childhood preservice teachers as literacy researchers exploring beliefs about struggling readers and diversity. Journal of Early Childhood Teacher Education, 26, 377-393.
Journal
Journal of Early Childhood 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?
no
Research Approach
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Elementary school
- Literacy methods course
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
27
Other Participant Data
Duration of Data Collection
Data Sources
- fieldnotes
- Interviews
- lesson plans
- Questionnaires
- Tutoring Journals
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
What will be the impact of participation in an early intervention literacy tutorial program on the preservice teachers who are encountering diverse cultures, ethnic backgrounds, and languages for the first time?
Is this research question explicit from the manuscript? Yes
What do preservice teachers learn about teaching reading and writing, about teaching struggling emergent readers who are growing up in poverty, and about their own professional growth while interacting with children from diverse cultures and backgrounds?
Is this research question explicit from the manuscript? Yes
3) What impact did participation in the tutorial program have on the preservice teachers’ use of culturally responsive teaching practices?
Is this research question explicit from the manuscript? Yes