Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools

Aiken, Heather; Varghese, Cheryl; Pedonti, Sarah; Bratsch‐Hines, Mary; Vernon–Feagans, Lynne

doi:10.1080/19388071.2020.1777230

Cited by 4 publications

(3 citation statements)

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“…Moreover, most teachers in the current study came from the surrounding communities and had spent most of their teaching careers ( M ≈ 17 years) in the same schools. Commitment to students and community has been noted as a strength common to rural schools (e.g., Aiken et al, 2020). This commitment, coupled with strong self‐efficacy beliefs, may make teachers uniquely motivated to embrace PD that is tailored to their individual needs, respects their professional experience and holds promise for improving student reading outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Despite these challenges, rural schools often possess unique assets that may not be shared by urban and suburban schools (e.g., Nugent et al, 2017). Connected social networks, multigenerational relationships between teachers and students' families, and strong commitments to students, classrooms and communities are among the many strengths of rural educational settings (e.g., Aiken et al, 2020).…”

Section: Rural Contextmentioning

confidence: 99%

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Exploring teachers' reading knowledge, beliefs and instructional practice

Kehoe,

McGinty

2023

Journal Research in Reading

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BackgroundThe delivery of effective, evidence‐based early reading instruction depends partially on teachers' knowledge about reading acquisition, development and pedagogy. Research shows that teachers often perform poorly on measures of reading‐related knowledge, often cited as one explanation for a gap between reading research and classroom practice. Studies on whether teacher knowledge improves student learning by leading to higher quality reading instruction, however, have produced mixed results. It is theorised that teachers' beliefs also influence the enactment of knowledge in the classroom. Yet, in comparison with investigations into teachers' knowledge, less research has explored their beliefs, including self‐efficacy expectancy beliefs. Finally, although conceptually both knowledge and beliefs shape teachers' instruction, researchers often have limited information about what actually occurs in the classroom.MethodsWe examined the knowledge, self‐efficacy expectancy beliefs, self‐reported literacy practices and literacy lesson plans of 34 teachers of reading working in four neighbouring rural schools to identify both strengths and areas for growth as potential targets for professional learning efforts.ResultsOn average, teachers demonstrated low levels of knowledge, reported implementation of both evidence‐based and nonevidence‐based practices and planned lessons that included only some essential components of a comprehensive early reading programme, with limited evidence of differentiation. Teachers overwhelmingly reported strong self‐efficacy expectancy beliefs for teaching beginning readers.ConclusionsAddressing the reading research‐to‐practice gap requires deeper understanding of not only teachers' knowledge but also their perceived self‐efficacy and instructional practices. Such information is critical for designing and delivering targeted, effective professional development.

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Section: Discussionmentioning

confidence: 99%

Section: Rural Contextmentioning

confidence: 99%

Exploring teachers' reading knowledge, beliefs and instructional practice

Kehoe,

McGinty

2023

Journal Research in Reading

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“…Int J Eval & Res Educ ISSN: 2252-8822  Turkey [12], and Georgia [13]. This certification program develops role-oriented and competency-based teacher professionals [14]- [16], which leads to continuous professional development [17]- [19]. Various forms of certification programs have been developed [19].…”

Section: Introductionmentioning

confidence: 99%

Adaptation and evaluation of psychometric properties of HELAM using the Rasch model in the Indonesian context

Handayani,

Sukarelawan,

Matore

et al. 2023

IJERE

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<span lang="EN-US">Many schools have shifted their learning mode from face to face to fully online in order to reduce virus transmission and avoid learning loss, resulting in accelerated use of the learning management system (LMS). The implementation of online learning over the last 3 years in Indonesia needs to be evaluated. However, the available evaluation scales are in different cultural contexts. Therefore, the existing scales should be adapted. This study aims to adapt and report the psychometric properties of the Hexagonal E-Learning Assessment Model (HELAM) scale in the context of Indonesian culture. The adaptation followed the procedure suggested by Beaton. To achieve a measurement accuracy of up to 0.5 logit at a 99% confidence level, 326 teachers taking the Teacher Professional Education (TPE) program in position program were involved. The psychometric properties of the HELAM scale were analyzed using the Rasch model to improve accuracy and observe the quality of the HELAM scale. The results of the analysis show that the HELAM scale has good psychometric properties in the context of Indonesian culture at the instrument and item level. The elements of reliability and validity have met the good criteria. Thus, the adapted HELAM scale can be applied to the Indonesian context.</span>

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Studying and Addressing Listening Levels of Children in a Rural Poverty-Stricken Area

McClanahan

2021

Poverty Impacts on Literacy Education

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This chapter reports the work of a teacher educator/researcher as she supported teacher candidates to assess and tutor struggling readers in a public school in a rural, economically depressed, yet diverse, area. Alerted by the scores for listening comprehension the candidates were finding over several semesters that indicated little reading potential for the students being assessed, she worked with the school's principal to reassess one group of students at the end of the year to determine growth, and therefore potential success, of the school's new intervention program in raising listening levels. No significant results were found, yet school personnel made no change in their program to address it. The teacher educator/researcher subsequently followed the implications of the research to provide instruction in listening skills to students in two other schools. The chapter closes with a discussion of what may truly make a difference in developing listening skills for the children in this community beyond a commercial program.

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Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools

Cited by 4 publications

References 46 publications

Exploring teachers' reading knowledge, beliefs and instructional practice

Exploring teachers' reading knowledge, beliefs and instructional practice

Adaptation and evaluation of psychometric properties of HELAM using the Rasch model in the Indonesian context

Studying and Addressing Listening Levels of Children in a Rural Poverty-Stricken Area

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