Articles
- Abrego, M., Rubin, R., Sutterby, J.A. (2006). They call me maestra: Preservice teachers' interactions with parents in a reading tutoring program. Action in Teacher Education, 28 (1), 3-12. http://dx.doi.org/10.1080/01626620.2006.10463563
- Al Otaiba, S., & Lake, V. E. (2007). Preparing special educators to teach reading and use curriculum-based assessments. Reading and Writing, 20(6), 591–617.
- Al Otaiba, S., Lake, V. E., Greulich, L., Folsom, J. S., & Guidry, L. (2012). Preparing beginning reading teachers: an experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109–129.
- Al Otaiba, S. (2005). How effective is code-based reading tutoring in English for English learners and preservice teacher-tutors? Remedial and Special Education. 26(4). p.245-254. http://dx.doi.org/10.1177/07419325050260040701.
- Allen, D., & Swearingen, R. (2002). Development of Pedagogical Knowledge Related to Teaching At-Risk Students: How Do Inservice Teachers and Preservice Teachers Compare? Reading Horizons, 43(1), 49-60.
- Ariza, E.N. (2003). TESOL tutor time homework center: A collaboration of volunteer preservice teachers in public elementary schools. Urban Education, 38(6), 708-724.
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Assaf, L. C., & Lopez, M. (2012). Reading rocks: Creating a space for preservice teachers to become responsive teachers. Journal of Early Childhood Teacher Education, 33(4), 365-381.
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Assaf, L. & López, M.M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323-338.
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
- Bennett, S.V. (2012). Effective facets of a field experience that contributed to either preservice teachers' developing understandings about culturally responsive teaching. Urban Education, 48(3), 380-419.
- Camicia, S. P., & Read, S. (2011). Engaging public issues through dialogue journals: Pre-service teachers and elementary students read and respond. Social Studies Research and Practice, 6(1), 21-34.
- 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.
- Colby, S. & Stapleton, J. (2006). Preservice teachers teach writing: Implications for teacher educators. Reading Research and Instruction, 45(4), 353-376. http://dx.doi.org/10.1080/19388070609558455
- Collet, V. S. (2012). The gradual increase of responsibility model: Coaching for teacher change. Literacy research and instruction, 51(1), 27-47.
- Conley, M., Kerner, M., Reynolds, J.M. (2005).Not a question of “should,” but a question of “how”: Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools. Action in Teacher Education, 27 (2), 22-32. http://dx.doi.org/10.1080/01626620.2005.10463380
- 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.
- Dawkins, S., Ritz, M. E., & Louden, W. (2009). Evaluating the practicability and sustainability of a reading intervention programme, using preservice teachers as trained volunteers. Australian Journal of Language and Literacy, 32(2), 136-147.
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Dawkins, S., Ritz, M., & Louden, W. (2009). Learning by doing: Preservice teachers as reading tutors. Australian Journal of Teacher Education, 34(2), 40-49. http://dx.doi.org/10.14221/ajte.2009v34n2.4
- Dutro, E. & Cartun, A. (2017). Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education. Teaching and Teacher Education, 58, 119-128. https://doi.org/10.1016/j.tate.2016.05.001
- Fang, Z., & Ashley, C. (2004). Preservice teachers' interpretations of a field-based reading block. Journal of Teacher Education, 55(1), 39-54. http://dx.doi.org/10.1177/0022487103259814
- Fenty, N. S., & Brydon, M. (2017). Integrating Literacy and the Content Curriculum to Support Diverse Learners. Learning Disabilities: A Contemporary Journal, 15(2), 225-238.
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Flint, A. S., Van Sluys, K., Lo, Y. G., & East, D. (2002). I never thought a first grader could teach me how to write: Examining beliefs and posiitons in author’s circles. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 164–175). Oak Creek, WI: National Reading Conference.
- Gallagher , T. L., Woloshyn, V. E., & Elliott, A. (2009). Exploring the salient experiences of pre‐service teacher candidates who were former volunteer tutors. Mentoring & Tutoring: Partnership in Learning, 17(2), p. 129-146, DOI: 10.1080/13611260902860075
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Hadjioannou, X., & Hutchinson, M. C. (2010). Putting the G back in English: Preparing pre-service teachers to teach grammar. English Teaching: Practice & Critique (University of Waikato), 9(3), 90–105.
- Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43(4), 341-368.
- Hart, S. M., & King, J. R. (2007). Service learning and literacy tutoring: Academic impact on pre-service teachers. Teaching and Teacher Education, 23(4), 323-338. http://dx.doi.org/10.1016/j.tate.2006.12.004
- Haverback, H. R. (2009). Situating pre-service reading teachers as tutors: Implications of teacher self-efficacy on tutoring elementary students. Mentoring & Tutoring: Partnership in Learning. 17(3), p.251-261. DOI: 10.1080/13611260903050171.
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Hedrick, W. B., McGee, P., & 7 Mittag, K. (2000). Pre-service teacher learning through one-on-one tutoring: Reporting perceptions through e-mail. Teaching and Teacher Education, 16, 47–63. doi:10.1016/S0742-051X(99)00033-5.
- Helfrich, S. (2012). Incorporating Tutoring Experiences in Teacher Education: Benefits to Pre-Service Teachers and Suggestions for Teacher Educators. Journal of Reading Education, 37 (3), 40-48.
- Hill, K. D. (2017). A pre-service teacher's use of a culturally relevant text with interracial themes. Teacher Education and Practice, 30(3), 487-500.
- Hitchens, C. W. (2014). Preservice Teachers' Use of Learning Environment Resources During Literacy Tutoring. Journal Of Reading Education, 40(1), 24-28.
- Hoffman, J. V. Wetzel, M. M. & DeJulio, S. (2018) Multiple literacy tutoring experiences across a teacher preparation program: How can practice in hybrid spaces challenge the “practice makes practice” dilemma?, Action in Teacher Education, 40(1), 58-76, DOI: 10.1080/01626620.2018.1424660.
- Hoffman, J. V., Wetzel, M. M., & Peterson, K. (2016). Approximating literacy practices in tutorials: What is learned and what matters for teacher preparation. Literacy Research and Instruction, 55(3), 183-208.
- Howrey, S. (2016). Preparing Pre-service Teachers for TPCK in the Reading Content Area: Insights from an Action Research Study. Literacy Practice & Research, 41(2), 13-21.
- Kelley, K. (2007) Negotiating pedagogy development: Learning to teach writing in a service-learning context. Action in Teacher Research, 29 (2), 94-108. http://dx.doi.org/10.1080/01626620.2007.10463452
- Kidd, J. K., Sanchez, S. Y., & Thorp, E. K. (2000). Integrating language and literacy through projects: An applied internship experience. Yearbook of the College Reading Association, 22, 206-225.
- Kindle, K. J., & Schmidt, C. M. (2013). Developing preservice teachers: A self-study of instructors scaffolding. Reading Improvement , 50(3), 83-100.
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Lake, V. E., Otaiba, S. A., & Guidry, L. (2010). Developing social skills training and literacy instruction pedagogy through service learning: An integrated model of teacher preparation. Journal of Early Childhood Teacher Education, 31(4), 373-390.
- Lazar, A. M. (2007). It's not just about teaching kids to read: Helping preservice teachers acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411-443. http://dx.doi.org/10.1080/10862960701675291
- Leader-Janssen, E. M., & Rankin-Erickson, J. L. (2013). Preservice teachers' content knowledge and self-efficacy for teaching reading. Literacy Research and Instruction, 52(3), 204-229.
- Lipsky, M., Schumm, J. S., Doorn, K., & Adelman, A. (2014). Preparing Preservice Teachers for Data-based Decision Making in Working with Struggling Readers: A Collaborative Effort. Journal Of Reading Education, 40(1), 36-42.
- Lysaker, J., McCormick, K., & Brunette, C. (2004). Hope, happiness, and reciprocity: A thematic analysis of preservice teachers' relationships with their reading buddies. Reading Research and Instruction, 44(2), 21-45. http://dx.doi.org/10.1080/19388070409558425
- 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.
- Massey, D. D., & Lewis, J. (2011). Learning from the “little guys”: What do middle and high school preservice teachers learn from tutoring elementary students?. Literacy Research and Instruction, 50(2), 120-132.
- Moore-Hart, M. (2002). Creating a pathway to multicultural education in urban communities: Real-life experiences for preservice teachers. Reading Horizons, 42(3), 139-173.
- Moore, R. A., & Seeger, V. (2009). Dear sincerely: Exploring literate identities with young children and preservice teachers through letter writing. Literacy Research and Instruction, 48(2), 185-205.
- Morgan, D., Timmons, B. & Shaheen, M. (2006). Tutoring: A personal and professional space for preservice teachers to learn about literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 55th yearbook of the National Reading Conference (pp. 212-223). Oak Creek, WI: National Reading Conference.
- Nierstheimer, S. L., Hopkins, C. J., Dillon, D. R., & Schmitt, M. C. (2000). Preservice teachers' shifting beliefs about struggling literacy learners. Literacy Research and Instruction, 40(1), 1-16.
- Paquette, K. R., & Laverick, D. M. (2017). Enhancing preservice teachers' skillsets and professionalism through literacy tutoring experiences. Reading Improvement, 54(2), 56-66.
- Payne, K. A., Hoffman, J. V., & DeJulio, S. (2017). Doing democracy through simulation, deliberation, and inquiry with elementary students. Social Studies Research and Practice, 12(1), 56-69.
- Pendergast, M., May, L., Bingham, G., Kurumada, K.S. (2015). Acquiring responsive practices: Preservice teachers learn to conduct interactive read-alouds. Action in Teacher Education, 37 (1), 65-81. http://dx.doi.org/10.1080/01626620.2014.969851
- Richards, J. C. . (2018). Applying Social Cognitive Theory to Position Literacy Teacher Candidates as Self-Described Learners and Teachers: Formatted in PechaKucha “Manuscript Style.” Literacy Practice & Research, 44(1), 26–31. Retrieved from http://search.ebscohost.com.ezproxy.lib.utexas.edu/login.aspx?direct=true&db=eue&AN=134589278&site=ehost-live
- Ro, J. M., Magiera, K., Gradel, K., & Simmons, R. (2013). Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program. Journal of Educational Technology Systems, 42(1), 69-84.
- Rohr, J. &, He, Y. (2010) Preservice teachers and parents: Using a reading course to change perceptions and practice, Educational Studies, (36)1, 35-45, DOI:10.1080/03055690903148530
- Rosenthal, J. L., Donnantuono, M., Lebron, M., & Flynn, C. (2017). Children's literacy growth, and candidates' and teachers' professional development resulting from a PDS-based initial certification literacy course. School-University Partnerships, 10(1), 57-65.
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Roser, N., Hoffman, J., Wetzel, M., Price-Dennis, D., Peterson, K. & Chamberlain, K. (2014). Pull up a chair and listen to them write: Preservice teachers learn from beginning writers. Journal of Early Childhood Teacher Education, 35(2), 150-167.
- Sailors, M., Keehn, S., Harmon, J., Hedrick, W., Fine, J., & Eldridge, D. (2004). Features of early field experience at sites of excellence in reading teacher education programs. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 53rd yearbook of the National Reading Conference (pp. 342-355). Oak Creek, WI: National Reading Conference.
- Scharlach, T. D. (2008). These kids just aren't motivated to read: The influence of preservice teachers' beliefs on their expectations, instruction, and evaluation of struggling readers. Literacy Research and Instruction, 47, 158-173. DOI: 10.1080/19388070802062351
- Spear-Swerling, L. (2009). A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders. Journal of Learning Disabilities. 42(5), 431-443.
- Spear-Swerling, L., & Brucker, P.O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332-364. http://dx.doi.org/10.1007%2Fs11881-004-0016-x
- Styslinger, M. E., Walker, N., & Eberlin, E. L. (2014). Teaching in "Third Space": Understanding Pre-Service Teachers' Reading with Incarcerated Teens. Journal Of Reading Education, 39(2), 23-29.
- Timmons, B. & Morgan, D. (2006) Preservice teachers' interactions while tutoring primary grade children. In M. Foote, F. Falk-Ross, S. Szabo, & M. Sampson. (Eds.), 29th Yearbook of the Association of Literacy Educators and Researchers (pp. 58-73). Louisville, KY: ALER.
- Timmons, B. J., & Morgan, D. N. (2010). Preservice tutors and first-grade students: Instruction, interactions, and faculty feedback. Literacy Research and Instruction, 50, 15-30. doi: 10.1080/19388070903402118
- Van Valkenburgh, N., & Grierson, S. T. (2000). Mentoring in the Information Age: A Study of Telementor Functions Between Preservice Teachers and Middle School Students. Yearbook of the College Reading Association, 22, 271 - 284.
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Wake, D. G., & Modla, S. (2010). Language experience stories gone digital: Using digital stories with the LEA approach. In S. Szabo, M. Sampson, M. Foote, & F. Falk-Rose (Eds.), 31st Yearbook of the Association of Literacy Educators and Researchers (pp. 253–274). Commerce, TX: Association of Literacy Educators and Researchers.
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Warren-Kring, B. Z., & Rutledge, V. C. (2011). Adolescents’ comprehension and content area education students’ perceptions: Benefits from one-on-one tutoring. The Teacher Educator, 46(3), 244–261. http://doi.org/10.1080/08878730.2011.581334
- Mosley Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K, & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (formerly the National Reading Conference), (pp. 163-179). Oak Creek, WI: Literacy Research Association Conference.
- Worthy, J., & Patterson, E. (2001). “I can't wait to see Carlos!”: Preservice teachers, situated learning, and personal relationships with students. Journal of Literacy Research, 33(2), 303-344.