Suchergebnisse

Intro -- Contents -- List of Contributors -- List of Figures -- List of Tables -- Chapter 1 Introduction -- Researchers Answer the Call -- Structure of the Sections -- Overview of the Chapters -- References -- Part I Knowledge and Measuring of Literacy Teachers' Self-Efficacy -- Chapter 2 Self-Efficacy Practices That Impact Effective Reading Instruction for Young Learners -- Contextual Awareness -- Introduction -- Components of Effective Reading Instruction -- How Should Teacher Educators Teach Reading? -- The Role of Self-Efficacy in Teacher Education -- What Is Self-Efficacy? -- Developing Self-Efficacious Teachers of Literacy -- Redefining Fieldwork Experiences -- Implications for Practice -- Coursework in Emergent Literacy and Fieldwork -- Coursework in Informational Text and Fieldwork -- Preparing for Diverse Classrooms -- Opportunities for Teacher Educators -- Concluding Thoughts -- References -- Chapter 3 Do Teacher Candidates in English-Speaking Countries Understand the Structure of the English Language? -- United States' Reading Initiatives -- England's Reading Initiatives -- New Zealand's Reading Initiatives -- Canada's Reading Initiatives -- Comparison of the Initiatives -- Teacher Candidate Knowledge -- Participants -- Survey of Basic Language Constructs -- Results -- Discussion -- References -- Chapter 4 Exploration of American General and Special Education Teacher Candidates' Self-Efficacy to Teach Reading and Reading-Related Constructs -- Role of Teacher Self-Efficacy in Teaching Reading -- The Present Study -- Participants -- Data Source -- Data Analysis -- Results: Perceptions About Reading-Related Constructs -- Results: Self-Efficacy Beliefs About Reading Instruction -- Results: Certification Focus and Area on Perceived Teaching Ability and Self-Efficacy Beliefs.

As veteran educational researchers in case study and action research methods, we engaged in a design-based research project as an innovative approach for dealing with the complex practice of integrating science and literacy within elementary classrooms. We choose design-based research as both a theoretical and research framework as our problem of practice centered on how to support elementary teachers to plan and implement an integrated literacy, science, and technology instructional unit of study. The design-based research project included multiple iterations of analyzing, designing, implementing, and revising a curricular intervention. We believe that the iteration cycles of the design-based research project offered unique opportunities for us to reflect on the research activities and, more specifically, design-based research as a research method. As we evaluate the process of enacting design-based research, we note a few methodological issues that relate to participants' commitment: journaling as a form of data collection and the context in which the design-based research took place. By engaging in design-based research, we now recognize the importance of researchers' personal characteristics such as interpersonal and intrapersonal skills as well as preconceptions and prior experience. We recommend that when considering design-based research, researchers need to think deeply about their roles as researchers and recall emblematic considerations such as reflexivity and bracketing. As a function of our study, we have come to appreciate the utility of design-based research as a theoretical framework, research method, and professional learning intervention.