Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

AACTE 62nd Annual Meeting

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Teacher Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Squires, D.
Right arrow Articles by Trevisan, M. S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Minding the Gate

Data-Driven Decisions about the Literacy Preparation of Elementary Teachers

David Squires

Idaho State University

George F. Canney

University of Idaho

Michael S. Trevisan

Washington State University

This article examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The ICLA measures pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment. The purpose of this article was first to examine pre-service candidates' performance on areas of literacy knowledge. Candidates scored highest when matching literacy terms to definitions; they were mildly less successful matching terms to descriptions of research-based instructional activities; moderately less successful when asked for words containing specified phonic patterns from a passage; and least successful when addressing essay-formatted scenario questions. Idaho literacy instructors have used this information to inform them of their teaching effectiveness. A second purpose of this article was to highlight the challenges and benefits for faculty and programs interested in adopting a similar testing model. The article also points out the organizational and political constraints that can delay adoption and use.

Key Words: literacy assessment • elementary teacher education

Journal of Teacher Education, Vol. 60, No. 2, 131-141 (2009)
DOI: 10.1177/0022487108330552
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?