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Teacher Education: Con Position,[object Object],John T. Guthrie,[object Object]
Con Position,[object Object],Affirms that:,[object Object],Literacy researchers HAVE produced a base of knowledge that provides practitioners and policy makers with explicit guidance for improving literacy and literacy instruction.,[object Object]
Literacy Researchers,[object Object],Peer-reviewed journals carrying Teacher Education research:,[object Object],RRQ, RTE, ESJ, JLR,[object Object],Education Evaluation and Policy Analysis,[object Object],Teaching and Teacher Education,[object Object],Journal of Teacher Education,[object Object],Teacher Education Quarterly,[object Object]
Base of Knowledge: 3 propositions,[object Object],1. Teacher Education impacts teachers’ literacy instruction practices:,[object Object],IRA Commission’s study: Hoffman, Roller, Maloch, Sailors, Duffy, & Beretvas, ESJ,[object Object],Quasi Experiment: ,[object Object],8 Excellent programs: ,[object Object],33 grads; 28 comparison students,[object Object]
Base of Knowledge: 3 propositions,[object Object],1. Teacher Education impacts teachers’ literacy instruction practices:,[object Object],Results: Excellent programs fostered literacy practices of: ,[object Object],Rich text environments ,[object Object],High engagement with texts ,[object Object],High levels of understanding ,[object Object],Valuing texts,[object Object]
Base of Knowledge: 3 propositions,[object Object],1. Teacher Education impacts teachers’ literacy instruction practices:,[object Object],Review of 82 qualitative studies: Risko et al., RRQ,[object Object],TE programs fostered “explicitness of teaching” (explanation, use of examples, modeling, practice in field settings),[object Object],Daily logs of 75,000 lessons; 1900 classrooms: Correnti, EEPA,[object Object],Intensity of PD in literacy,[object Object],Extensiveness of literacy instruction,[object Object]
Base of Knowledge: 3 propositions,[object Object],1. Teacher Education impacts teachers’ literacy instruction practices:,[object Object],Early language and literacy centers: Neuman et al., American Education Research Journal,[object Object],Randomized experiment: ,[object Object],	291 sites in 4 cities,[object Object],Course + coaching; Course; Control,[object Object],Course + coaching had expansive, enriched literacy practices,[object Object]
Base of Knowledge: 3 propositions,[object Object],2. Teacher Education impacts teachers’ beliefs about teaching and children:,[object Object],Review of 82 qualitative studies: Risko et al., RRQ,[object Object],Beliefs about students’ potentials,[object Object],Beliefs about teacher efficacy,[object Object],Knowledge about texts,[object Object],Knowledge about strategies,[object Object]
Base of Knowledge: 3 propositions,[object Object],3. Teacher Education impacts students’ achievement: ,[object Object],50-State survey of policies; National data base: Darling-Hammond, Education Policy Analysis Archives (electronic),[object Object],“Teacher quality” (certification, courses, field work) correlated with student reading achievement (NAEP Grade 4) at .75, after controlling for student poverty and language background. ,[object Object],States with high student achievement have a higher percentage of teachers with full certification than states with lower achievement.,[object Object]
Base of Knowledge: 3 propositions,[object Object],3. Teacher Education impacts students’ achievement: ,[object Object],Comparing Traditional and Alternative Certifications in same schools—Darling-Hammond, 2009 from Mathematica, 2009,[object Object],Teachers with more coursework in Traditional Certification had students with higher reading achievement gains than teachers with less coursework in Alternative Certification (who showed losses).,[object Object]
Explicit guidance from research,[object Object],Explicit guidance refers to TE programs with high impact: ,[object Object],Vision, apprenticeship, personalize  ,[object Object],Hoffman, ESJ,[object Object],“Learning and doing”  ,[object Object],Risko, RRQ,[object Object],Courses with coaching  ,[object Object],Neuman, AERJ,[object Object]
Explicit guidance from research,[object Object],Explicit guidance refers to : ,[object Object],Case-based explanation  ,[object Object],Risko, RRQ,[object Object],Re-mediation of teaching via reflections from cognitive ethnographies of learning  Gutierrez, JTE,[object Object],Intensity of professional interaction  ,[object Object],Correnti, EEPA,[object Object]
Audiences,[object Object],Practitioners are teacher educators,[object Object],---reached through professional trade books,[object Object],Policy makers in State Departments of Education,[object Object],---reached through task forces in 1970s-1990s,[object Object]
Need improvement in research ?,[object Object],Improvement in TE research is possible and necessary:,[object Object],Ethnic minority inclusion—,[object Object],Lee, Educational Researcher,[object Object],ELL inclusion—,[object Object],Jimenez, RRQ,[object Object],African American inclusion--,[object Object],Morrell, RRQ,[object Object],Engagement in literacies—,[object Object],Guthrie, JLR,[object Object]
Need improvement in guidance ?,[object Object],Improvement in TE guidance from research is possible and necessary:,[object Object],Quality of University programs,[object Object],Amount of professional development,[object Object],Number of courses in literacy,[object Object],Diversity of Faculties inliteracy education,[object Object]
Recommendation: Expand,[object Object],Foolish to ignore existing base of knowledge, formulations of explicit guidance, connections to diverse audiences, and community of researchers in TE.,[object Object],If you believe we have an existing knowledge base in Teacher Education that is communicated to teachers, you want to affirm the con position in this debate.,[object Object]

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