International Association of Educators   |  ISSN: 1308-951X
International Journal of Research in Teacher Education
International Association of Educators

Original article | International Journal of Research in Teacher Education 2019, Vol. 10(3) 1-17

Teacher preparation and school partners: Pre-service teachers’ impact on third to eighth grade students identified with reading challenges

James E. Gentry & Chris Sloan

pp. 1 - 17   |  Manu. Number: MANU-1907-23-0003

Published online: September 30, 2019  |   Number of Views: 154  |  Number of Download: 763

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Abstract

School partnerships are essential to teacher preparation programs. Within respective school settings, pre-service teachers have opportunities to experience authentic, problem-based learning (PBL) situations with students who are identified with reading challenges (SIwRC).  Educators providing SIwRC research-based reading interventions selected from data-based decision making (DBDM) processes are crucial to teacher preparation curriculum.  This study investigated the holistic impact of a university-based partnership with public schools serving 3rd-8th grade SIwRC. This partnership involved 123 tutors (i.e., pre-service teacher) applying research-based reading interventions from DBDM reflective processes.  Tutees’ respective independent reading grade levels and reading comprehension measures significantly increased.  The results support the need for providing pre-service teachers opportunities to practice DBDM processes when applying research-based reading interventions with SIwRC.

Keywords: Teacher Preparation, Partner Schools, Reading Interventions

How to Cite this Article?

APA 6th edition
Gentry, J.E. & Sloan, C. (2019). Teacher preparation and school partners: Pre-service teachers’ impact on third to eighth grade students identified with reading challenges . International Journal of Research in Teacher Education, 10(3), 1-17.

Harvard
Gentry, J. and Sloan, C. (2019). Teacher preparation and school partners: Pre-service teachers’ impact on third to eighth grade students identified with reading challenges . International Journal of Research in Teacher Education, 10(3), pp. 1-17.

Chicago 16th edition
Gentry, James E. and Chris Sloan (2019). "Teacher preparation and school partners: Pre-service teachers’ impact on third to eighth grade students identified with reading challenges ". International Journal of Research in Teacher Education 10 (3):1-17.

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