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ERIC Number: EJ1146106
Record Type: Journal
Publication Date: 2017
Pages: 48
Abstractor: As Provided
ISSN: ISSN-0270-2711
Mediating Factors in Literacy Instruction: How Novice Elementary Teachers Navigate New Teaching Contexts
Scales, Roya Qualls; Wolsey, Thomas DeVere; Young, Janet; Smetana, Linda; Grisham, Dana L.; Lenski, Susan; Dobler, Elizabeth; Yoder, Karen Kreider; Chambers, Sandra A.
Reading Psychology, v38 n6 p604-651 2017
This longitudinal study, framed by activity theory, examines what seven novice teachers' talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices navigated school contexts by following existing practices, adjusting to conditions, and pushing back. Mediating influences, internal and external, were factored how novices applied knowledge from teacher preparation programs. Authors employed the metaphor of paddling a constantly changing river to convey novices' actions for meeting students' literacy learning. Recommendations for teacher educators and policymakers are suggested.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A