Training New Content Area Secondary Teachers to Teach Literacy: The University/Public School Partnership

Abstract

A high number of secondary students struggle with literacy. This adolescent literacy educational crisis affects students after they graduate both in college and in their employment. One resolution for this problem is to train secondary content area preservice teachers in strategies for literacy. Colorado State University developed a university literacy course for secondary preservice teachers using a university/public school partnership. Preservice teachers attended a large weekly lecture, a small weekly recitation class where they learned literacy strategies, and then practiced these strategies in a junior high classroom with students weekly. Course attendants answered questionnaires both before and after the course, and it was found that students highly overestimated their understanding of literacy strategies before the course.

Reference

Fritz, A. E., Conner, D., & Stevenson, C. (2009). Training new content area secondary teachers to teach literacy: The university/public school partnership. Reading Improvement , 46(1), 19-28.

Journal

Reading Improvement

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

Quantitative

Geographic Setting

Rocky Mountain Region, USA
western united states

Institutional Context

University based

Certification Level

Secondary

Programatic Focus

Secondary

Research Location Context

Secondary school
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Academic Semester

Data Sources

pre-/post-assessment
Pre-post self-evaluations
Questionnaire

Data Analysis Tools

ANOVA
Post hoc tests

Researcher Positionality

inside (staying their own students)

Research Questions

Do preservice secondary students with different content area specializations demonstrate differences in their attitude toward content area literacy strategies before and after a course constructed to emphasize their knowledge and application of content area literacy skills?
Is this research question explicit from the manuscript? No

"Are there [reported] differences before or after the course among the content areas in their ability to incorporate literacy strategies in their classrooms?"
Is this research question explicit from the manuscript? Unknown

"Are there differences before or after the course among the content areas in whether they intend to incorporate literacy strategies in their classrooms?"
Is this research question explicit from the manuscript? Unknown

"Does the course increase preservice content area teachers' attitudes, abilities, or intent to incorporate literacy strategies?"
Is this research question explicit from the manuscript? Unknown