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?

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

Research Approach

Multiple case study

Geographic Setting

Southwestern United States

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

not stated

Research Location Context

Elementary school
Literacy methods course

Preservice Participants

undergraduate preservice teachers

Preservice Sample Size

Other Participant Data

Students in classrooms

Duration of Data Collection

1 year

Data Sources

fieldnotes
Interviews
lesson plans
Questionnaires
Tutoring Journals

Data Analysis Tools

cross-case analysis

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