What Matters Most in Distinguished Literacy Teacher Education Programs?

This study is a research collaborative conducted with multiple sites to examine the programmatic features within six literacy teacher education programs that have received the Certificate of Distinction of the International Reading Association (IRA). The objectives were to identify the features that...

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Bibliographic Details
Published in:Journal of literacy research 2011-12, Vol.43 (4), p.319-351
Main Authors: Lacina, Jan, Block, Cathy Collins
Format: Article
Language:English
Subjects:
Delphi Technique
Educational Methods
Educational Strategies
Expertise
Faculty
Field Experience Programs
Literacy
Literacy Education
Preservice Teachers
Program Effectiveness
Reading Instruction
Reading Strategies
Reading Tests
Recognition (Achievement)
Relevance (Education)
Student teaching
Teacher Education
Teacher Education Programs
Teacher Improvement
Teaching Methods
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Summary:This study is a research collaborative conducted with multiple sites to examine the programmatic features within six literacy teacher education programs that have received the Certificate of Distinction of the International Reading Association (IRA). The objectives were to identify the features that were most highly ranked by internal and external experts and to delineate specific examples of how the features were actualized. A classical Delphi method was applied, and participants included leading literacy faculty members at each of the six institutions, the internal experts (n = 18), and members of program review teams identified by IRA, the external experts (n = 3). Analyses of results revealed that 14 programmatic features ranked higher in value than others at a statistically significant level. The study found that the internal and external literacy teacher education experts agreed on the most highly valued programmatic factors. These include the importance of relevant field experiences, the development of teacher candidates’ abilities to teach and assess children through a wide variety of instructional strategies and assessment instruments, and ways to integrate literacy and language strategies throughout the curriculum.
ISSN:1086-296X
1554-8430
DOI:10.1177/1086296X11422033