![]() ![]() Difficulties exhibited by participants fall primarily into two categories: difficulty diagnosing the teaching situation and lack of understanding of the language and terms used in teaching reading. These differences suggest that teachers use a more relevant and robust knowledge base to reason about the situations encountered when teaching reading. Teacher responses are characterized by use of knowledge of content, students, and teaching that goes beyond the immediate information provided in the teaching situation, while non-teachers draw on knowledge related to their own personal experience as readers. In this qualitative study, I investigate the content-specific knowledge and reasoning 19 teachers and 19 non-teachers use when responding to the teaching situations and questions presented in the CKT-R items. These results suggest there is specialized knowledge for teaching reading and this knowledge can be studied in large-scale survey research using the CKT-R measures. Teachers in the study (n = 50) score significantly and substantially higher on the measure of CKT-R than non-teachers (n = 55) controlling for reading ability. This study examines whether teachers hold specialized knowledge of reading that differs from common reading ability. Items within constructs form reliable scales. Results from ordinal factor analysis and two parameter item response theory scaling conducted with 1,542 elementary teachers indicate that CKT-R includes multiple dimensions defined by the topic areas of word analysis and comprehension and by how teachers use knowledge of reading in teaching practice. In this study, I present psychometric analyses of the CKT-R items. The three interlocking studies make use of an innovative set of multiple-choice survey items designed to measure CKT-R. Each investigates the knowledge of text, language, and reading process needed to teach the elementary subject of reading-referred to as content knowledge for teaching reading (CKT-R). This dissertation is composed of three journal articles. ![]() It also demonstrates that the opportunity to undergo conceptual change with regard to issues of student diversity is highly dependent on a science teacher's identity, personal history, and teaching contexts and experiences. ![]() Conversely, if an area of teacher knowledge is underdeveloped at the conclusion of a teacher preparation program, there is no guarantee that the situation will be ameliorated simply through years of classroom experience, even if teachers grow to feel a level of increased confidence and comfort in that domain. This study suggests that teachers who undertake the effort to change an aspect of their practice, knowing that they will need to rethink some of their existing ideas, can be successful. This article describes the case of Victor, a White and male high school physics teacher, and documents changes in his conceptions of teaching science over 10 years. This longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom teaching. ![]()
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