The Effect of a Clinical Practicum on Elementary Education Preservice Teachers' Development of Reading Expertise

Improving Urban Teachers’ Assessment Literacy through Synergistic Individualized Tutoring and Self-reflection

“…Investigators contend that "[t]he practical, hands-on nature of their experiences surely reinforced and illustrated the usefulness of theoretically based strategies and practices" (Hedrick et al, 2000, p. 59). Robbins (2008) found that "…elementary education pre-service teachers, after participating in a clinical practicum made significant [knowledge] gains in all five areas; miscue analysis, fluency analysis, data analysis, inquiry orientation, and intelligent action" (p. 128). Another review of literature for pre-service teacher self-efficacy reported that "…tutoring field experiences in particular … have a positive impact on pre-service teachers' abilities to teach particular content (e.g., reading) to the individual student and to put theory into practice" (Haverback & Parault, 2008, p. 237).…”