Reading Research and Instruction
- 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
- Duffy, A. & Atkinson, T. (2001). Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges. Reading Research and Instruction, 41(1), 83-102. http://dx.doi.org/10.1080/19388070109558359
- Groth, L., Dunlap, K., & Kidd, J. (2007). Becoming technologically literate through technology integration in PK‐12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363-386. http://dx.doi.org/10.1080/19388070709558476
- Jobe, L. & Pope, C. (2002). The English Methods Class Matters: Professor D and the Student Teachers. Reading Research and Instruction, 42(1), 1-29. http://dx.doi.org/10.1080/19388070209558378
- Jobe, L. G., & Pope, C. A. (2002). The English methods class matters: Professor D and the student teachers. Literacy Research and Instruction, 42(1), 1-29.
- 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. (2002). Personal journeys: Teaching teachers to teach literacy. Reading Research and Instruction, 41(2), 103-125. http://dx.doi.org/10.1080/19388070209558361
- 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
- Richards, J. & Brumfield, D. (2003). Three steps forward, one step back: Two preservice teachers learn to teach in consecutive, field‐based literacy courses. Reading Research and Instruction, 42(2), 63-84. http://dx.doi.org/10.1080/19388070309558386
- Risko, V., Roskos, K., & Vukelich, C. (2002). Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading. Reading Research and Instruction, 41(2), 149-175. http://dx.doi.org/10.1080/19388070209558363
- Shaw, D., Dvorak, M., & Bates, K. (2007). Promise and possibility ‐ hope for teacher education: Pre‐service literacy instruction can have an impact. Reading Research and Instruction, 46(3), 223-254. http://dx.doi.org/10.1080/19388070709558469
- Sheridan‐Thomas, H. (2007). Making sense of multiple literacies: Exploring pre‐service content area teachers' understandings and applications. Reading Research and Instruction, 46(2), 121-150. http://dx.doi.org/10.1080/19388070709558464
- Smith, M. (2005). Helping preservice teachers develop habits of inquiry: Can it be done?. Reading Research and Instruction, 45(1), 39-68. http://dx.doi.org/10.1080/19388070509558441
- Stevens, L. (2002). Making the road by walking: The transition from content area literacy to adolescent literacy. Reading Research and Instruction, 41(3), 267-277. http://dx.doi.org/10.1080/19388070209558370
- 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