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Investigating Teacher Knowledge and Adaptability: Enhancing Literacy Outcomes in K-3 Students
Thu, April 24, 3:35 to 5:05pm MDT (3:35 to 5:05pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 304Session Type: Symposium
Abstract
This session explores the multifaceted intersections among teacher knowledge, curriculum implementation, and literacy outcomes for K-3 students through the lens of four unique studies. It synthesizes insights from these studies to understand how variations in teacher training, curriculum design, and instructional adaptations influence student engagement and literacy success. Discussions will cover the expansion and validation of assessment for teachers’ knowledge of teaching vocabulary, the challenges of implementing content-rich curricula, the impact of structured teacher adaptations versus fidelity, and the comparative effectiveness of scripted versus adaptive read-aloud strategies. This session emphasizes the importance of teacher agency and adaptability, underscoring the need for practical strategies that leverage teachers’ pedagogical knowledge and deep understanding of their students and classroom contexts.
Sub Unit
Chair
Papers
Measuring Elementary School Teachers’ Knowledge of Teaching Vocabulary: A Conceptual Replication and Expansion - Douglas M. Mosher, Harvard University; James S. Kim, Harvard University
Exploring Determinants of Kindergarten Teachers’ Implementation of a Widely Used Content-Rich Literacy Curriculum - Sonia Cabell, Florida State University; Beth M. Phillips, Florida State University; Rhonda Raines, Florida State University; Brielle Babcock, Florida State University; Stephanie L. Brown, Florida State University
Fidelity and Structured Teacher Adaptations: Evidence from an Online Content Literacy Intervention During COVID-19 - Jackie E. Relyea, North Carolina State University; Joshua Baer Gilbert, Harvard University; Mary Burkhauser, Harvard University; Ethan Scherer, Harvard University; Douglas M. Mosher, Harvard University; Zhongyu Wei, Harvard University; Johanna Tvedt, Harvard University; James S. Kim, Harvard University
Initial Implementation Outcomes for Scripted and Adaptive Versions of a Read-Aloud Curricula for Kindergarten and Grade 1 Teachers - Michael Peter Mesa, UTHealth Houston; Tricia A. Zucker, University of Texas Health Science Center at Houston