Preservice teachers as tutors: Influences on tutoring on whole-class literacy instruction
Abstract
No abstract
Reference
Massey, D. (2003). Preservice teachers as tutors: Influences on tutoring on whole-class literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 52nd yearbook of the National Reading Conference (pp. 259-271). Oak Creek, WI: National Reading Conference.
Journal
Yearbook of the National Reading Conference
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
- insider research
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Elementary school
- Reading and language arts methods course
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
24
Other Participant Data
Duration of Data Collection
Data Sources
- class assignment reflections
- Cooperating Teacher Feedback
- fieldnotes
- Final Tutoring Reflections
- Informal Assessments (e.g. performance assessments)
- Interviews
- lesson plans
- Observation of PT lessons
Data Analysis Tools
- coding (emergent categories)
- coding and memoing for inter-coder reliability
- Qualitative Content Analysis
- Recursive analysis
- Triangulation
Researcher Positionality
- inside (staying their own students)
Research Questions
"How do preservice teachers understand literacy and how does this understanding change throughout the tutoring experience?" (p. 259).
Is this research question explicit from the manuscript? Yes
"How do preservice teachers change and adapt their instruction to meet the individual needs of elementary students in tutoring?" (p. 259).
Is this research question explicit from the manuscript? Yes
"How does tutoring influence what preservice teachers transfer to small-group and whole-class instruction?" (p. 259).
Is this research question explicit from the manuscript? Yes