Iterative Development of a Literacy Methods Course Situated in a “High-Needs” School

• In Event: Roundtable Session 29
  In Roundtable Session: Innovative Teaching Supports in Diverse Classroom Settings

Abstract

University teacher education programs have explored ways to address how to best prepare high quality teachers to teach in disadvantaged contexts. Typically these efforts have included the inclusion of classes dedicated to developing multicultural awareness or social justice stance, sometimes coupled with placement of teacher candidates in diverse schools without contextualized support (McDonald, 2005, 2007). However, research evidences that programmatic approaches remain isolated from the core teacher education curriculum and any impact of such efforts is limited and often short term (Cochran-Smith, Davis, & Fries, 2003; Goodwin, 1997; Ladson-Billings, 1995). This qualitative research study reports Year 2 findings on the impact of situating a literacy methods course within an economically disadvantaged school.

Authors

• Shannon Coman Henderson, The University of Alabama

• Craig S. Shwery, The University of Alabama