Beth Maloch

Teachers' preparation to teach reading and their experiences and practices in the first three years of teaching

The study reported in this article focused on the preparation of elementary preservice teachers to teach reading and on their first 3 years of teaching in schools. Graduates of 8 programs judged as “excellent” by an expert review panel participated in this study. The research was guided by 2 questions: (1) What effects do participation in and completion of an excellent reading teacher education program have on the experiences of teachers as they enter schools? and (2) How does teachers’ preparation relate to their teaching practices? We used quantitative and qualitative research methods to explore these questions. The research design was quasi‐experimental, with the teacher education program considered as the intervening variable. Comparison groups for graduates of the excellent programs included same‐school, highly experienced teachers as well as same‐school, same‐years experienced teachers. Data were collected over 3 years. Results suggested that participation in a high‐quality teacher preparation program had a positive influence on the transition of teachers entering the profession and on the adoption of effective teaching practices by these teachers. Graduates of the excellent programs were more effective than teachers in the comparison groups in creating and engaging their students with a high‐quality literacy environment.

Living Inquiry: Learning from and about Informational Texts in a Second-Grade Classroom.

This article tells the story of one second grade teacher and the ways she integrated informational texts into her classroom. Reported by the classroom teacher and a researcher who studied her practice for a year, the manuscripts details the ways Michelle (the classroom teacher) embedded informational texts in her classroom primarily within the context of inquiry. The two authors first report on the ways Michelle integrated informational texts across the school day and school year, and then present in more detail one inquiry unit on habitats. The authors conclude by arguing that that learning about informational texts is most productive when embedded within inquiry-focused classrooms engaged in learning from informational texts.

On the road to literature discussion groups: Teacher scaffolding during preparatory experiences

Abstract Working within a theoretical framework of sociocultural theory, with a particular focus on the construct of scaffolding, this five and a half month qualitative study explored the ways in which one third‐grade teacher supported students’ move towards literature discussion groups. Data sources including expanded field notes, video and audiotape records, teacher interview transcripts, and artifacts were analyzed utilizing the constant‐comparative method. Findings indicated two prominent themes related to the instructional focus of the teachers scaffolding during preparatory activities—a response‐oriented focus and an interpersonal focus. By focusing on these two areas, the teacher facilitated students’ acquisition of response strategies and interpersonal strategies— strategies they later used effectively in literature discussion groups.

The impact of multimedia cases on preservice teachers' learning about literacy teaching: A follow‐up study

Abstract Using surveys and interviews as a data set, this study explored the influence of multimedia cases in preservice literacy methods courses by following a set of preservice teachers into their first years of teaching. Analysis of the survey and interview data yielded three salient themes. First, respondents reported that their methods courses had positively influenced their teaching. Second, respondents reported several factors (e.g., active involvement during class time, the enthusiasm of the instructor) as influential in their recall of course content. Third, respondents reported that the use of the multimedia cases influenced their learning, both during their teacher education program and in their current teaching. This follow‐up study offers insight into the connections teachers make between their teacher education programs and their later teaching and serves as an impetus for future research into the potential benefits of using multimedia cases as a way to situate preservice teacher learning in real problems.

A Video-Based Mentoring Tool for Cooperating Teachers Coaching Preservice Teachers: Supporting Reflection around Literacy Practice

Originality/value Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

Developing Mentoring Practices Through Video-Focused Responsive Discourse Analysis:

This study is part of a larger longitudinal, multiphase study on the development of literacy mentoring practices that seeks to bring attention to the learning of cooperating teachers. In this paper we concentrate on how cooperating teachers (CTs) engage in responsive Critical Discourse Analysis while viewing and discussing videos of their coaching conversations with their preservice teachers (PTs). Our research was guided by the following question: In what ways do teachers engage in responsive CDA while watching videos of post-conferences between CTs and PTs with their colleagues? For our analysis, we examined the discourse turn by turn; focusing on interactional coaching moves and discourses of coaching using Faircloughs (1993, 2013) framework of genre, discourse, and style. Across the examples of responsive CDA the teachers used in Retrospective Coaching Analysis (RCA) for coaching, a process we developed based on Goodmans RMA, we found examples we identified as either deconstructive or reconstructive/positive discourse analysis. Thus, engaging in the work of both deconstructive and reconstructive CDA, teachers are developing tools to generate and rehearse new possibilities for their practice, both as teachers and as coaches. As a result, this collaborative work supports CTs as they become more integrated members of the university teacher preparation program.