Understandings, Beliefs, and Reported Decision Making of First-Year Teachers from Different Reading Teacher Preparation Programs
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this study we followed 101 preservice teachers through their first year of teaching in order to explore differences in the understandings, beliefs, and decision making of beginning teachers from 3 types of reading teacher preparation programs. 73 of the elementary teachers graduated from programs at 1 of 8 colleges or universities identified by the International Reading Association's National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction as excellent in undergraduate reading teacher preparation. 3 of these recognized programs were reading specialization programs (i.e., a major or minor in reading) housed at universities that also offered a general education program; the remaining 5 featured concentrated experiences and courses in reading that all undergraduates enjoyed. The reported experiences of these 40 reading specialization program teachers and 33 graduates of reading embedded programs were compared with the experiences of 28 graduates from general education programs from the 3 sites that offered a general program. Structured telephone interviews were conducted at 3 points in the beginning teachers' first year of teaching (September, January, June). Inductive data-driven analyses yielded 3 themes-instructional decision making, negotiations, and community-that distinguished the responses of graduates of the IRA recognized programs from those of graduates of general education programs. Graduates of recognized programs tended to speak in clear and thoughtful ways about their instruction, focus on assessing and meeting students' needs, and were more likely to report seeking ongoing support for and development of their own learning. These findings were robust for graduates across the 3 reading specialization sites as well as the 5 other recognized programs, suggesting that the overall quality and features of a program rather than its type or label can make a difference in preservice teacher learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it