A Pre-Research Field Work Partnership Agreement Will Benefit Literacy Research Project Partnerships

Latasha Holt

Abstract


Challenges exist between the university course professors, pre-service teachers, and field work partnerships in literacy education programs. This article discusses a need to create and implement a pre-research field work agreement to increase the efficiency of literacy research projects conducted between the university and the practicum school partnership. Based on collected formal and informal research, disconnects are hindering the overall literacy research project goals from being accomplished. Specific challenging issues that are identified include ensuring placement diversity, geographical issues, researcher access to records, and adequate placement opportunities within the needed content focus supported by a highly qualified mentor. Resolutions to the challenges can be better addressed if a systematic, organized pre-research field work partnership agreement is in place.

Keywords


Literacy, Research, Partnership, Teacher Candidates, Field Work, Practicum

Full Text:

PDF

References


Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189.

Council for the Accreditation of Educator Preparation (2013). 2013 CAEP standards: http://caepnet.org/~/media/Files/caep/standards/caep-standards-one-pager 0219.pdf?la=en

Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational researcher, 31(9), 13-25.

Darragh, J. J., Picanco, K. E., Tully, D., & Henning, A. S. (2011). When teachers collaborate, good things happen: Teacher candidate perspectives of the co-teach model for the student teaching internship. The Journal of the Association of Independent Liberal Arts Colleges of Teacher Education, 8(1), 83-109.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.

Enderlin-Lampe, S. (2002). Empowerment: Teacher Perceptions, Aspirations and Efficacy. Journal of Instructional Psychology, 29(3). 138-146.

Fisler, J. L., & Firestone, W. A. (2006). Teacher learning in a school-university partnership: Exploring the role of social trust and teaching efficacy beliefs. Teachers College Record, 108(6), 1155-1185.

Holt, L. (2016). Teacher and student perceptions of stress-reduction strategies on standardized tests [Doctoral dissertation]. Texas Tech University. ThinkTech. https://ttu-ir.tdl.org/handle/2346/68043

Holt, L., Sasser, S. (2019, February). A closer look at collaboration: perceptions of school leaders, elementary teachers, pre-service teachers, and university professors regarding the university and school partnerships. [Paper Presentation]. 3rd Annual National Conference on Academic Research in Education (CARE). Las Vegas, NV, United States.

Howe, E. R. (2006). Exemplary teacher induction: An international review. Educational Philosophy and Theory, 38(3), 287-297.

Lillejord, S., & Børte, K. (2016). Partnership in teacher education–a research mapping. European Journal of Teacher Education, 39(5), 550-563.

Mollenkopf, D. L. (2009). Creating highly qualified teachers: Maximizing university resources to provide professional development in rural areas. Rural Educator, 30(3), 34-39.

Roth, J., Decker, D., & Cooner, D. (2019). Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School. Journal of Practitioner Research, 4(2), 3.

Sasser, S., Holt, L., (2018, September). The role of mentorship with advising in the higher education setting [Paper Presentation]. Arkansas Association of Teacher Educators ArATE Searcy, AR, United States.




DOI: https://doi.org/10.7575/aiac.ijels.v.8n.4p.28

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.