Articles
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Alger, C. (2009). Content Area Reading Strategy Knowledge Transfer From Preservice to First-Year Teaching. Journal of Adolescent & Adult Literacy, 53(1), 60–69.
- Bennett, L. H., Athanases, S. Z., & Wahleithner, J. M. (2016). “Like a ball and glove”: Teachers’ conceptions of the promise and challenges of conducting classroom inquiry. Action in Teacher Education, 38(1), 49-69.
- Bickmore, S. T., Smagorinsky, P., & O'Donnell-Allen, C. (2005). Tensions between traditions: The role of contexts in learning to teach. English Education, 38(1), 23-52.
- Brindley, S., & Riga, F. (2009). Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers. English In Education, 43(1), 68-85. doi:10.1111/j.1754-8845.2009.01030.x
- Clark, S. (2016). An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading. Asia-Pacific Journal of Teacher Education, 44(2), 125-141.
- Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105.
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Coady, M. R., Harper, C., & de Jong, E. J. (2016). Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms? TESOL Quarterly, 50(2), 340–368. https://doi.org/10.1002/tesq.223
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Cumming-Potvin, W. (2009). Social justice, pedagogy and multiliteracies: Developing communities of practice for teacher education. Australian Journal of Teacher Education, 34(3).http://dx.doi.org/10.14221/ajte.2009v34n3.4
- Flint, A.S., Maloch, B., & Leland, C. (2010). Three years in the making: A cross-case analysis of three beginning teachers' beliefs and practices. Journal of Reading Education, 35 (2), 14-21.
- Grisham, D. L., Yoder, K. K., Smetlana, L., Dobler, E., Wolsey, T. D., Lenski, S. J., Young, J., Chambers, S., Scales, R.Q., Wold, L. S., Ganske, K., & Scales, W.D. (2014). Are teacher candidates learning what they are taught? Declarative literacy learning in 10 teacher preparation programs. Teacher Education and Practice, 27 (1), 168-189.
- Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21(2), 145-170.
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Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631–662. https://doi.org/10.1080/10862960009548098
- Hoffman, J.V., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretvas, S. N., & National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction (2005). Teachers’ preparation to teach reading and their experiences and practices in the first three years of teaching, Elementary School Journal, 105(3), 267-287.
- Hungerford-Kresser, H., & Vetter, A. (2017). Political tensions: English teaching, standards, and postsecondary readiness. English Teaching: Practice & Critique, 16(3), 407–422. https://doi.org/10.1108/ETPC-05-2017-0061
- Sydnor, J. (2017). “I didn’t realize how hard it would be!”: Tensions and transformations in becoming a teacher. Action in Teacher Education, 39(2), 218-236.
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Johnson, T. S., Thompson, L., Smagorinsky, P., & Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 136–176.
- Keehn, S., Harmon, J., Hedrick, W., Martinez, M. & Perez, B. (2001). A study of the impact of a reading specialization program on first-year teachers. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 323-332), Chicago, Ill: National Reading Conference.
- Knotts, M. (2016). I feel like a hypocrite: a beginning teacher’s disconnect between beliefs and practice. English Teaching: Practice & Critique, 15(2), 221–235. https://doi.org/10.1108/ETPC-02-2016-0029
- Kosnik, C. c., & Beck, C. (2008). We Taught Them about Literacy but What Did They Learn? The impact of a preservice teacher education program on the practices of beginning teachers. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices,4(2), 115-128. doi:10.1080/17425960802433603
- Maloch, B, Flint, A.S., Eldridge, D., Harmon, J., Loven, R., Fine, J.C., Bryant-Shanklin, M., & Martinez, M. (2003). Understandings, beliefs, and reported decision making of first-year teachers from different reading teacher preparation programs. Elementary School Journal, 103(5), 431-458.
- Massey, D. (2004). “You teach!” beginning teachers’ challenges to teacher educators. Reading Research and Instruction, 43(4), 75-94. http://dx.doi.org/10.1080/19388070409558417
- McDonald, M., Brayko, K., & Bowman, M. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1-35.
- McElhone, D. m., Hebard, H., Scott, R., & Juel, C. (2009). The Role of Vision in Trajectories of Literacy Practice Among New Teachers.Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 5(2), 147-158. doi:10.1080/17425960903306682
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McQuitty, V. (2012). Emerging possibilities: A complex account of learning to teach writing. Research in the Teaching of English, 46(4), 358–389.
- Morgan, D. N., Zimmerman, B. S., Kidder-Brown, M. K., & Dunn, K. (2011). From writing methods to student teaching: Vision development and the implementation of conceptual and practical tools by preservice teachers. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 100-112). Oak Creek, WI: Literacy Research Association Conference.
- Mosley Wetzel, M., Hoffman, J. V., Roach, A. K., & Russell, K. (2018). Practical knowledge and teacher reflection from a practice-based literacy teacher education program in the first years: A longitudinal study. Teacher Education Quarterly, Winter, 87-111.
- Parsons, S. A., Malloy, J. A., Vaughn, M., & La Croix, L. (2014). A longitudinal study of literacy teacher visioning: Traditional program graduates and Teach For America corps members. Literacy Research and Instruction, 53(2), 134-161.
- Pomerantz, F., & Condie, C. (2017). Building bridges from pre-service experiences to elementary classroom literacy teaching: Challenges and opportunities. Teaching and Teacher Education, 64, 211-221.
- Sailors, M., et. al (2005). Early field experiences offered to and valued by preservice teachers at sites of excellence in reading teacher education programs. Teacher Education & Practice, 18:4, p458-470.
- Scales, R., Wolsey, T. D., Young, J., Smetana, L., Grisham, D. L., Lenski, S. Dobler, E., Yoder, K. K., Chambers, S. A. (2017). Mediating factors in literacy instruction: How novice elementary teachers navigate new teaching contexts. Reading Psychology, 38(6), 604-651.
- Simon, R. (2015). "I'm fighting my fight, and I'm not alone anymore": The influence of communities of inquiry. English Education, 48(1), 41-71.
- Smagorinsky, P., Wilson, A. A., & Moore, C. (2011). Teaching grammar and writing: A beginning teacher's dilemma. English Education, 43(3), 262-292.
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Smagorinsky, P., Gibson, N., Moore, C., Bickmore, S., & Cook, L. S. (2004). Praxis shock: Making the transition from a student-centered university program to the corporate climate of schools. English Education, 36(3), 214-245.
- Smagorinsky, P., Wright, L., Murphy-Augustine, S., O'Donnell-Allen, C., & Konopak, B. (2007). Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education, 58(1), 76-90. http://dx.doi.org/10.1177/0022487106295727
- Smith, M. (2009). Learning how to teach reading: A tale of two beginners and the factors that contributed to their vastly different teaching perspectives. Reading Improvement , 46 (4), 247-262.
- Spalding, Elizabeth, and Angene H. Wilson. Bowling together: Spalding, E., & Wilson, A. H. (2006). Bowling together: Cultivating communities of practice in English and social studies teacher education. English Education, 38(2), 102-122.
- Syndor, J. (2014). Negotiating discourses of learning to teach: Stories of the journey from student to teacher. Teacher Education Quarterly, 41(4), 107-120
- Tsang, W. (2003). Journaling from internship to practice teaching. Reflective Practice, 4(2), 221-240.
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Turvey, A. M., & Lloyd, J. (2016). From pre-service to early-career English teacher in the UK: negotiating powerful myths. English Teaching: Practice & Critique, 15(2), 236–250. https://doi.org/10.1108/ETPC-02-2016-0036
- Villaume, S. K. (2000). The necessity of uncertainty: A case study of language arts reform. Journal of Teacher Education, 51(1), 18-25.
- White, C., Sturtevant, E., & Dunlap, K. (2003). Preservice and beginning teachers’ perceptions of the influence of high stakes tests on their literacy‐related instructional beliefs and decisions. Reading Research and Instruction, 42(2), 39-62. http://dx.doi.org/10.1080/19388070309558385