Search results for: Scales Roya Q.

Page 1/1 3 items
1
Examining learning experiences designed to help teacher candidates bridge coursework and fieldwork
Authors: Peltier Marliese R., Bemiss Elizabeth M., Shimek Courtney, Van Wig Ann, Hopkins Laura J., Davis Stephanie G., Scales Roya Q., Scales W. David
Given the scarcity of research on how teacher educators prepare teacher candidates to successfully bridge coursework and fieldwork, the authors conducted a case study of six literacy teacher educators to investigate how they described learning experiences designed to help teacher candidates navigate varied coursework and fieldwork. Teacher educators described intentionally creating learning experiences that connected coursework and fieldwork, but often lacked an explicit articulation of these connections to candidates. Few educators described learning experiences that engaged and supported candidates to critically examine encountered curricular contexts and then enact responsive literacy instruction using curricular materials from fieldwork.
Published: 2021
Updated: Feb. 28, 2022
2
Exploring Connections between Writing Methods Teacher Education Courses and K-12 Field Experience
Authors: Myers Joy K., Sanders Jennifer, Ikpeze Chinwe H., Yoder Karen K., Scales Roya Q., Tracy Kelly N., Smetana Linda, Grisham Dana L.
The purpose of this study was to understand how writing teacher educators, who used research-based practices, make connections to K-12 classrooms for their preservice teacher candidates. A team of eight literacy researchers and educators from institutions across the United States collaborated to conduct a qualitative interview study of 15 writing teacher educators. This study is grounded in literature on effective writing instruction as well as university and K-12 connections, and it is framed by Kolb’s experiential learning theory. Findings suggest several themes related to how writing teacher educators make connections to K-12 classrooms including intentional field experiences, spending time in the field themselves, connecting their teaching of writing assessment to actual classrooms and students, and engaging in consistent reflection and revision of their courses. Implications and future directions for research are explored.
Published: 2019
Updated: Feb. 23, 2020
3
An Examination of Teacher Education in Literacy Instruction and Candidate Perceptions of Their Learned Literacy Practices
Authors: Wolsey Thomas DeVere, Young Janet R., Scales Roya Q., Scales W. David, Lenski Susan, Yoder Karen K., Wold Linda, Smetana Linda, Grisham Dana L., Ganske Kathy, Dobler Elizabeth, Chambers Sandra A.
The authors identified signature aspects of the programs that captured key elements unique to each institution and compared teacher candidate perceptions of learning with the expressed intentions of the faculty. Findings indicate some deficiencies across the institutions as well as many strengths and key attributes.
Published: 2013
Updated: Feb. 28, 2016