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Record identifier : 567227
Personal Name - Primary Intelectual Responsibility : Luttenegger, Kathleen Carroll
Title and statement of responsibility : A look at student teachers' reading instruction in elementary school classrooms [Thesis]
Publication, Distribution,Etc. : University of Colorado at Boulder, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Colorado at Boulder
Summary or Abstract : Through a qualitative case study of four student teachers, this project examines the connections between methods coursework in reading and student teachers' reading instruction in elementary classrooms. Drawing upon interviews, observations, and artifacts, the study addresses three questions: (1) What concepts/strategies do student teachers use from their reading methods coursework in their reading instruction during student teaching? (2) What is the depth of student teachers' appropriation of these concepts/strategies? and (3) How does student teachers' appropriation of concepts/strategies change from coursework into student teaching? Appropriation is described in levels from lack of appropriation to achieving mastery of a concept or tool. Analysis is presented about student teachers' appropriation of: teaching of comprehension strategies, teaching of literary elements, and assessment of student learning. Three primary themes emerged from this project. The first theme examines the importance of scaffolding and assessment of learning from coursework through student teaching. When the course instructor models a technique or method in class, provides time for practice, and requires students to complete an assignment in their practicum placement using the method, student teachers are more likely to and are more successful at implementing the method during their student teaching. In addition, having assignments that hold preservice teachers accountable for learning certain concepts may impact their appropriation of concepts. The second theme discusses the complexity of concepts taught in coursework. The student teachers struggled with appropriating abstract concepts from coursework. In addition, their prior knowledge of concepts may also impact their appropriation of concepts.
Topical Name Used as Subject : Teacher education, Literacy, Reading instruction, Elementary education
Information of biblio record : TL
 
 
 
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