Teachers' preparation to teach reading and their experiences and practices in the first three years of teaching

Elementary School Journal

Volumn 105, Issue 3, 2005, Pages 267-287

  Hoffman, James V ^a   Roller, Cathy ^b   Maloch, Beth ^a   Sailors, Misty ^c   Duffy, Gerald ^d   Beretvas, S Natasha ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b International Reading Association   (United States)

^c UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^d UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12944252214     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/428744     Document Type: Review

References (34)

1. Anders, P., Hoffman, J. V., & Duffy, G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 719-742). Mahwah, NJ: Erlbaum.
2. Austin, M. C., & Morrison, C. (1962). The torch lighters: Tomorrow's teachers of reading. Cambridge, MA: Harvard University Press.
3. Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies: Reading and writing in context. London: Routledge.
4. Broaddus, K. (2000). From peacemaker to advocate: A preservice teacher's case study of an emergent reader. Journal of Literacy Research. 32, 571-597.
5. Corcoran, E. (1981). Transition shock: The beginning teacher's paradox. Journal of Teacher Education, 32(3), 19-23.
6. Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Seattle: University of Washington, Center for Teaching Policy.
7. Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199.
8. Flint, A. S., Leland, C. H., Patterson, B., Huffman, J. V., Sailors, M., Mast, M. A., & Assaf, L. C. (2000). "I'm still figuring out how to do this teaching thing": A cross-site analysis of the effects of reading preparation programs on beginning teachers' instructional practices and decisions. In C. M. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 100-118). Newark, DE: International Reading Assoc.
9. Grossman, P., Valencia, S., Thompson, C., Martin, S., Place, N., & Evans, K. (2001). Transitions into teaching: Learning to teach writing in teacher education and beyond. In C. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 80-99). Newark, DE: International Reading Association.
10. Guthrie, J., & Alvermann, D. (1999). Engaged reading: Processes, practices and policy implications. New York: Teachers College Press.
11. Harmon, J., Hedrick, W., Martinez, M., Perez, B., Keehn, S., Fine, J. C., Eldridge, D., Flint, A. S., Littleton, D. M., Bryant-Shanklin, M., Loven, R., Assaf, L., & Sailors, M. (2001). Features of excellence of reading teacher preparation programs. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), Fiftieth yearbook of the National Reading Conference (pp. 262-274). Chicago: National Reading Conference.
12. Hoffman, J. V. (2001). The TEX-IN3: Text Inventory, Text In-Use and Text Interview Observation System. Unpublished manuscript, University of Texas at Austin.
13. Hoffman, J.V., & Pearson, P. D. (2000). Reading teacher education in the next millennium: What your grandmother's teacher didn't know that your granddaughter's teacher should. Reading Research Quarterly, 35(1), 28-44.
14. Hoffman, J. V., Roller, C., & National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction. (2001). The IRA Excellence in Reading Teacher Preparation Commission's Report: Current practices in reading teacher education at the undergraduate level in the United States. In C. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 32-79). Newark, DE: International Reading Association.
15. Hoffman, J. V., Sailors, M., Duffy, G. G., & Beretvas, N. (in press). The effective elementary classroom literacy environment: Examining the validity of the TEX-IN3 Observation System. Journal of Literacy Research.
16. International Reading Association. (2003). Prepared to make a difference: The report of the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction. Newark, DE: International Reading Association.
17. Little, M. E., & Robinson, S. Z. (1997). Renovating and refurbishing the field experience structures for novice teachers. Journal of Learning Disabilities, 30, 433-441.
18. Maloch, B., Flint, A., Eldridge, D., Harmon, J., Loven, R., Fine, J., Bryant-Shanklin, M., & Martinez, M. (2003). Understandings, beliefs, and reported decision making of first-year teachers from different reading teacher preparation programs. Elementary School Journal, 103, 431-458.
19. Maloch, B., Hoffman, J. V., & Patterson, E. U. (in press). Local texts: Reading and writing "of the classroom." In J. Hoffman & D. Schauert (Eds.), The texts in elementary classrooms. Hillsdale, NJ: Erlbaum.
20. McGill-Franzen, A., Allington, R. L., Yokoi, L., & Brooks, G. (1999). Putting books in the classroom seems necessary but not sufficient. Journal of Educational Research, 93, 67-74.
21. Metsala, J. L., Wharton-McDonald, R., Pressley, M., Rankin, J., Mistretta, J., & Ettenberger, S. (1997). Effective primary-grades literacy instruction = balanced literacy instruction. Reading Teacher, 50, 518-521.
22. Morrison, C., & Austin, M. C. (1976). The Torch Lighters revisited. Reading Teacher, 29(7), 647-652.
23. Morrow, L. M., Tracey, D. H., Woo, D. G., & Pressley, M. (1999). Characteristics of exemplary first-grade literacy instruction. Reading Teacher, 52, 462-476.
24. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute for Child Health and Human Development.
25. Pearson, P. D. (2001). Learning to teach reading: The status of the knowledge base. In C. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 4-19). Newark, DE: International Reading Association.
26. Pressley, M., Rankin, J., & Yokoi, L. (1996). A survey of instructional practices of primary teachers nominated as effective in promoting literacy. Elementary School Journal, 96, 363-384.
27. Puk, T. G., & Harnes, J. M. (1999). Are schools prepared to allow beginning teachers to reconceptualize instruction? Teaching and Teacher Education, 15(5), 541-553.
28. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
29. Stallings, J., & Kaskowitz, D. (1974). Follow Through classroom observation evaluation 1972-1973 (SRI Project URU-7370). Stanford, CA: Stanford Research Institute.
30. Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Beating the odds in teaching all children to read (Report no.2-006). Ann Arbor: University of Michigan, Center for the Improvement of Early Reading Achievement.
31. Taylor, N. E., Blum, I., & Logsdon, D. M. (1986). The development of written language awareness: Environmental aspects and program characteristics. Reading Research Quarterly, 21, 132-149.
32. Wharton-McDonald, R., Pressley, M., & Hampston, J. M. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. Elementary School Journal, 99, 101-128.
33. Wolf, S. A., Ballentine, D., & Hill, L. A. (2000). "Only connect!": Cross-cultural connections in the reading lives of preservice teachers and children. Journal of Literacy Research, 32(4), 533-569.
34. Worthy, J., & Patterson, B. (2001). "I can't wait to see Carlos!" Preservice teachers, situated learning, and personal relationships with students. Journal of Literacy Research, 33, 303-344.