Summer literacy: A school/university partnership that benefits young learners and beginning teachers
Abstract
This paper describes a study of a Summer Literacy Project (SLP) that was conducted as a collaboration between a university and public school district in Central Texas. The project provided additional reading opportunities for young learners as well as a field-based practicum for beginning teachers. Participants included 108 children and 46 beginning teachers. Both quantitative and qualitative data were collected. The data analysis indicated positive outcomes for both the young learners and the beginning teachers.
Reference
Davis, B., Key, T., & Peterson, K. (2017). Summer literacy: A school/university partnership that benefits young learners and beginning teachers. Literacy Practice & Research, Spring/Summer, 28-33.
Journal
Literacy Practice & Research
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
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
46
Other Participant Data
- Inservice Teachers
- Students in tutorial setting
Duration of Data Collection
Data Sources
- Interviews
- Kidwatching reports
- Pre/Post survey
- Video
Data Analysis Tools
- Constant comparative analysis
- Inductive analysis
- Recursive analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
1. What might be the impact of the SLP on the reading proficiency of young learners?
Is this research question explicit from the manuscript? No
2. How might the project influence beginning teachers' literacy practices and leadership skills?
Is this research question explicit from the manuscript? No