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ERIC Number: ED417388
Record Type: Non-Journal
Publication Date: 1997-Dec-4
Pages: 16
Abstractor: N/A
Reference Count: N/A
Case Studies as a Means of Exploring Preservice Teachers' Use of Content Area Literacy Strategies in Their Subject Area Fieldwork.
Mack, Carol; Tama, M. Carrol
The goals of this study were to explore how preservice students' use of content area strategies could inform teacher education, to determine what the student teachers learned by implementing content area literacy strategies and completing case studies, and to determine if case studies promoted the use of strategies in fieldwork. Subjects, 24 secondary school preservice teachers, completed case studies as a major assignment for their graduate content area literacy class. Case studies were analyzed to determine the breadth of strategies used and to determine emerging patterns. Two main categories emerged from the data: Metacognitive Check on Teaching included comments that reflected student teachers' abilities to examine their own teaching; and Diagnostic Awareness of Students' Abilities, which involved statements reflecting their awareness and monitoring of their students' abilities through the process of completing their case study. Results also indicated that the university class provided a supportive environment for students to practice and establish an understanding of what the content area literacy strategies looked and felt like in a simulation. However, more opportunities need to be offered in the content area literacy classroom for students to study the effects of the rich data source of case studies. (Contains 14 references and 3 tables of data.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A