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ERIC Number: EJ1185625
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: ERIC
ISSN: ISSN-1052-4800
Secondary Pre-Service Teachers' Understanding and Implementation of Literacy Assessments and Interventions
Rottmann, Amy
Journal on Excellence in College Teaching, v29 n2 p177-198 2018
This mixed-method study examined, through functional context theory, secondary pre-service teachers' retention of literacy assessments and interventions upon completion of their final field experience. Data were collected from undergraduate and graduate pre-service teachers in two formats: (a) a cross-sectional Likert scale and open-ended question survey and (b) a focus group. The results of the data collection demonstrated a deficiency in secondary pre-service teachers' knowledge and implementation of literacy assessments and interventions as a result of course delivery and a lack of inclusion across educational content courses.
Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A