Assessing teacher practice and development: the case of comprehensive literacy instruction

Hough, Heather; Kerbow, David; Bryk, Anthony S.; Pinnell, Gay Su; Rodgers, Emily; Dexter, Emily; Hung, Carrie; Scharer, Patricia L.; Fountas, Irene C.

doi:10.1080/09243453.2012.731004

Cited by 9 publications

(8 citation statements)

References 19 publications

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“…Further, there were no after-reading activities in our observational data, and thus little opportunity for students to summarize texts or think through what they had learned. This is in line with the fact that previous research on the supervision of lecturers has pointed out that teachers find it challenging to engage the students in discussions (Hough et al, 2013) and that the lack of time is a common problem (Hanke, 2014).…”

Section: Discussion For Studysupporting

confidence: 83%

“…Additionally, as guided reading is so teacher-dependent, it is important to note that recommendations can be hard to transfer from professional development into practice (e.g., Hanke, 2014) and that some parts of the guided-reading instruction are easier for teachers to manage than others (Hough et al, 2013). A series of systematic observations (Hough et al, 2013) indicated that selecting an appropriate text and engaging students around meaning were relatively easy components for teachers to implement. In contrast, it was much harder for teachers to engage students in rich discussions and to make explicit teaching points based on in-the-moment observation of students' reading.…”

Section: Guided Reading and Its Weaknessesmentioning

confidence: 99%

“…One may ask: Is using the guided-reading practice only once or twice a week (as reported by the majority of teachers) perhaps too seldom? In addition, it seems like the teachers' selection of literacy aspects is based on ad hoc decisions rather than selected teaching points (Hough et al, 2013).…”

Section: In-depth Planning To Meet Challenges In Guided Readingmentioning

confidence: 99%

“…Analysis of these notes can be a point of departure for individual, in-the-moment, teaching points (cf. Hough et al, 2013). Observing and assessing students while reading can also indicate a clear direction for the next guided reading sessions and ensures that the reading instruction fits the students' reading level.…”

Section: Observing and Assessing To Meet Students' Reading Level And Comprehension Needsmentioning

confidence: 99%

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How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Håland¹,

Wagner²,

McTigue³

2021

L1 Educational Studies in Language and Literature

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This paper documents how teachers use guided reading practices in Norwegian second-grade classrooms. In a two-part study consisting of teachers' self-reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check students' understanding of word meaning rather than to work in-depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students' decoding with strategies. In sum, the data indicate that teachers may not fully use the benefits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more indepth planning, (2) greater use of strategies, and (3) routines for observing and assessing.

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Section: Discussion For Studysupporting

confidence: 83%

Section: Guided Reading and Its Weaknessesmentioning

confidence: 99%

Section: In-depth Planning To Meet Challenges In Guided Readingmentioning

confidence: 99%

Section: Observing and Assessing To Meet Students' Reading Level And Comprehension Needsmentioning

confidence: 99%

See 2 more Smart Citations

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Håland¹,

Wagner²,

McTigue³

2021

L1 Educational Studies in Language and Literature

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“…The DLLT was based on a model of literacy processing and literacy acquisition, principles about the nature of expertise development, and previous research. Hough et al, 2008;Hough et al, 2013;Hung, 2012;Teachscape, n.d.-a;Teachscape, n.d.-b Early Childhood Classroom Observation Measure (ECCOM)…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

The quality and qualities of classroom observation systems

Dobbelaer¹

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A teacher survey can provide insight into teachers' own perceptions of their teaching quality and their intentions, thought processes, knowledge, and beliefs. Teachers also have, in contrast to external raters, full knowledge of the classroom context, for example regarding the background of the performance of specific students (Goe et al., 2008). Although teacher surveys can stimulate teacher reflection, underperforming teachers might not have the metacognitive competence to recognize their professional skills and high performing teachers might underestimate these skills (Kruger & Dunning, 1999). Another way of measuring teaching practices is by means of instructional collections and artifacts. An instructional collection, also called a portfolio, is a collection of materials that is compiled by teachers to provide evidence of their fulfillment of predetermined standards (Goe et al., 2008). Examples of such evidence are lesson plans, assignments, reflective writings, and samples of student work (Gitomer & Bell, 2010). An artifact protocol is a much narrower type of instructional collection, and can for example be focused on the quality of the student assignments that teachers provide. Building an instructional collection can stimulate teacher reflection and can help them improve. It provides insight into the learning opportunities for students on a day-today basis. However, it is a time-consuming enterprise for both teachers and assessors, and one might question to what extent teachers' exemplary work reflects their everyday classroom activities. Another teaching quality measure, in which not the teaching process but the outcomes of teaching are evaluated, is a measure of a teacher's added value (Goe et al., 2008). Since schools and teachers teach different student populations, it would be unfair to compare solely the performance of the students across teachers. In value-added models, students' prior educational attainment, their background characteristics, and the school composition are often taken into account to make comparisons of teachers' output more fair (Timmermans, Bosker, Doolaard, & de Wolf, 2012). Such measures enable the evaluation of teachers' contribution to student learning in a costeffective and non-intrusive way, since most of the required data (test scores) have already been collected for other purposes (Goe et al., 2008). However, the use of value-added models in the context of education is a controversial issue. A review 1.5 A framework in support of the development, selection, and use of COSs Recent publications show that generating valid and reliable scores by means of a COS is not self-evident (e.g.,

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Is geography lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland

Usher

2019

Irish Educational Studies

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Assessing teacher practice and development: the case of comprehensive literacy instruction

Cited by 9 publications

References 19 publications

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

The quality and qualities of classroom observation systems

Is geography lost? Curriculum policy analysis: finding a place for geography within a changing primary school curriculum in the Republic of Ireland

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