Mary Beth Sampson

Developing Beliefs about Literacy Instruction: A Cross-Case Analysis of Preservice Teachers in Traditional and Field Based Settings

Abstract This paper reports the results of three similar case studies of preservice teachers enrolled in literacy methods courses. In each study, preservice teachers beliefs about literacy were described through the use of multiple data sources before, during, and after the course. The settings of the studies included: a university based course with no field experience, a university‐based course with unsupervised field experience, and a field‐based course. Preservice teachers in each program experienced change. Factors contributing to the changes common to all programs were instructor modeling, course assignments/readings, cognitive dissonance, and reflection. Only students participating in the field‐based program, however, described a greater variety of dissonance factors impacting their beliefs about literacy instruction. Factors unique to the field‐based course include: cultural dissonance, emotional dissonance, experiential dissonance, and political dissonance. Implications support a field‐based model...

The Influence of Prior Knowledge, University Coursework, and Field Experience on Primary Preservice Teachers' Use of Reading Comprehension Strategies in a Year-Long, Field-Based Teacher Education Program.

This descriptive study employed mixed methods to explore preservice teachers’ initial knowledge and subsequent use of explicitly taught reading comprehension strategies in primary grade classrooms during a year-long, field-based teacher preparation program. Self-Knowledge Rating Surveys, Strategy Multiple-Choice Tests, strategy logs, lesson plans, self-evaluations, mentor teacher/university liaison evaluations, and interviews with university liaisons comprised data sources. Research questions addressed what reading comprehension strategies primary preservice teachers self-reported they knew; what they demonstrated they actually knew via testing and implementation; and how the self-reports, test results, and implementation compared. Results indicated that neither knowledge nor prior exposure to research-based comprehension strategies transferred into teaching when strong external influences that did not support strategy use such as scripted programs, district policies, high stakes testing environments, and public school mentor teachers’ examples of teaching were present.

Literacy and Graphic Communication Getting the Words Out

Although it may seem logical to assume that giftedness automatically equates with high academic achievement, research has shown that assumption is not always true especially in areas that deal with the communication of understanding and knowledge of a subject. If problems occur in graphic output venues that include handwriting, intervention programs do not typically meet the unique needs of the gifted learner. Therefore, this article explores ways to enhance the total literacy development of the gifted student through a discussion of varieties of graphic outputs and strategies.