Teacher Candidates Learn to Enact Curriculum in a Partnership-Sponsored Literacy Enrichment Program for Youth

Chandler‐Olcott, Kelly; Dotger, Sharon; Waymouth, Heather; Crosby, Michael A; Lahr, Molly; Hinchman, Kathleen A.; Newvine, Keith; Nieroda, Janine

doi:10.1080/1547688x.2017.1407852

Cited by 5 publications

(6 citation statements)

References 14 publications

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“…Camp Questions took place in a Leroy school and was linked to a monthlong Etna graduate course entitled "Literacy Across the Curriculum." To achieve its pedagogical goal of building candidate capacity to teach literacy across the disciplines, the program (Chandler-Olcott et al, 2018, 2021 was designed with five essential elements (Colwell et al, 2013) grounded in the literature on literacy pedagogy and teacher education. The five elements were: (1) enrichment for a heterogeneous population of students, (2) collaboration in shared space by adults across experience levels and roles, (3) literacy conceptualized as multimodal communication across contexts, (4) support for student inquiry, and (5) lesson studywith the latter being the focus of this paper.…”

Section: The Programmentioning

confidence: 99%

“…Historically, such mandates were grounded in generic, content-literacy perspectives, which foregrounded students’ learning discrete routines and often focused on teacher-orchestrated activities during instruction (Moje, 2008). Although candidates often embrace such approaches during preservice coursework, their enthusiasm can be dampened when they encounter skepticism from veteran colleagues (Sturtevant et al ., 2001) and/or confront obstacles such as high-stakes tests with narrow conceptualizations of literacy, overstuffed curricula, and limited time (Chandler-Olcott et al. , 2018).…”

Section: Context and Related Literaturementioning

confidence: 99%

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Using design-based research to adjust lesson study with pre-service teacher candidates

Chandler-Olcott,

Dotger,

Waymouth

et al. 2024

IJLLS

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PurposeThis study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.Design/methodology/approachUsing methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.FindingsInitial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.Originality/valueThis paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

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Section: The Programmentioning

confidence: 99%

Section: Context and Related Literaturementioning

confidence: 99%

Using design-based research to adjust lesson study with pre-service teacher candidates

Chandler-Olcott,

Dotger,

Waymouth

et al. 2024

IJLLS

Self Cite

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“…The partnership has pursued multiple initiatives related to lesson study, including attendance at an annual local conference focused on lesson study and science, a book club for university faculty and district leaders centered on two guides to facilitating lesson study, and annual public research lessons during a summer literacy camp for Leroy students (Chandler-Olcott et al, 2018).…”

Section: Study Contextmentioning

confidence: 99%

Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling

Chandler‐Olcott¹,

Dotger²

2023

The Reading Teacher

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This paper argues that the plan and study phases of lesson study are productive in helping educators with varied expertise and experience to explore scientific practices like modeling with ties to disciplinary literacy. Points are illustrated with data from a lesson‐study cycle in science that two university‐based teacher educators, one in literacy education and one in science education, conducted with colleagues from a nearby school district. The paper describes lesson study; outlines the role of scientific practices, including modeling, in the Next Generation Science Standards; and describes the context for the work, including the unit explored by the team. Recommendations about how to leverage the plan and study phases of lesson study for disciplinary literacy are offered, along with suggestions for getting started with such work.

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“…CPB structures are short-term opportunities where preservice teachers partner with school-and university-based teacher educators to work with youth, often focusing on young people who are disenfranchised by school and its core literacy tasks (Thompson, Hagenah, Lohwasser, & Laxton, 2015). Such structures position preservice teachers as mentors and coaches for youths in real classrooms, most often addressing adolescents' writing development and relationships (Chandler-Olcott et al, 2018). As a literacy skill that is relevant to all subject areas, writing ability and efficacy are closely related to students' overall school achievement and closely tied to their decisions to graduate from or drop out of high school (Hickman et al, 2017;Paquette & Laverkirk, 2017).…”

Section: Clinical Experience Innovationsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts

Zenkov,

Taousakis,

Goransson

et al. 2023

SUP

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PurposePolicy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.Design/methodology/approachAware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.FindingsResults suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.Originality/valueThis manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

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Teacher Candidates Learn to Enact Curriculum in a Partnership-Sponsored Literacy Enrichment Program for Youth

Cited by 5 publications

References 14 publications

Using design-based research to adjust lesson study with pre-service teacher candidates

Using design-based research to adjust lesson study with pre-service teacher candidates

Leveraging Lesson Study for Disciplinary Literacy: Studying and Planning for Scientific Modeling

Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts

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