TITLE

A PRELIMINARY LOOK AT THE EFFECT OF A CHANGE IN PRE-SERVICE LITERACY CURRICULA ON THE PEDAGOGICAL CONTENT KNOWLEDGE OF LITERACY AND THEORETICAL ORIENTATION TO READING OF TEACHER CANDIDATES

AUTHOR(S)
Haid, Lois K.
PUB. DATE
November 2005
SOURCE
College Reading Association Yearbook;2005, Issue 27, p115
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This study investigated how state mandated changes in reading curriculum are implemented at the university and the impact of changes on teacher candidates. The study investigated four research questions: (a) How are state mandated changes in reading implemented at the university? (b) Do changes in curriculum impact candidates' reading Pedagogical Content Knowledge (PCK)? (c) Do changes in the curriculum impact candidates' Theoretical Orientation to Reading (TOR)? (d) Do changes in the curriculum impact candidates' literacy planning? Multiple data sources were chosen to investigate the research questions: syllabi, faculty interviews, Praxis II, DeFord's Theoretical Orientation to Reading Profile (TORP), and candidates' lesson plans. There were three major findings: state mandated changes caused programmatic differences at the university, TORP data revealed that there were differences among groups' TOR, and lesson plans revealed differences among candidates in TOR and PCK. No statistical differences were found among groups using Praxis II data.
ACCESSION #
23189543

 

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