teachers pedagogical
DESCRIPTION
Teachers Pedagogical project LISTTRANSCRIPT
Teachers' Knowledge of Reading
AERA 2012 (04/16)
UTRECHTUTRECHTUNIVERSITY OF UNIVERSITY OF APPLIED SCIENCESAPPLIED SCIENCES
Teachers’ PedagogicalKnowledge of Reading
AERA-2012, Vancouver
Henk van den Hurk Utrecht University of Applied Sciences
Thonia Houtveen Utrecht University of Applied Sciences
Willem van de Grift Groningen University1
Research question
Is it possible to develop a test with adequate
psychometric characteristics for measuring
teachers’ pedagogical knowledge of reading?
2
Phonological Awareness
Alphabetic Principle
Fluency
Teachers' Knowledge of Reading
AERA 2012 (04/16)
Dimensions of knowledge
Pedagogical Content Knowledge =
‘ the Amalgam of content and pedagogy that is
uniquely the providence of teachers’(Shulman,1987, p.8)
Teacher Knowledge
Content Knowledge
Pedagogical Content
Knowledge
Generic Pedagogical Knowledge
3
Available Instruments
Study of Instructional Improvement (Phelps & Schilling, 2004; Rowan, Schilling, Ball & Miller, 2001)
Measurement goal:
Content Knowledge for teaching Reading
4
Word Analysis
Comprehension
Teachers' Knowledge of Reading
AERA 2012 (04/16)
Item construction
Two teachers are planning activities for next week’s reading
instruction at the start of grade 1. Do the following activities
contribute to their pupils reading development?
incorrect correct
We ask pupils to divide sentences into
separate words. � �
We ask pupils to repeat words and
short sentences.� �
We present graphemes simultaneously
with matching phonemes. � �
5
Content validity
Expert consultation:
� panel of 30 reading experts
� 12 situation sketches / 45 items
Phonological
Awareness
Alphabetic
Principle
Reading
Fluency
Situation sketch 4 4 4
Test item 15 15 156
Teachers' Knowledge of Reading
AERA 2012 (04/16)
Classical Test Theory
Sample: n = 215
Homogeneity of the scale
� 45 items � KR20 = .68
Removal of 4 items
� 41 items � KR20 = .71
7
Explorative research
Item Response Theory
Rasch model (one-parameter logistic model)
� Conditions:
� Parallel Item Characteristic Curves
� Uni-dimensional Scale
8
Teachers' Knowledge of Reading
AERA 2012 (04/16)
Item Calibration
9
Item text (abridged version) Log δ s.e.
…..
Effects of training in letter recognition continue after the training has ended. -1.04 .24
Onset-rime games have a positive effect on phoneme blending. -0.47 .20
Repeating of self-reliant sound blending and segmentation practice is not
efficient.-0.28 .19
Letter knowledge in K1/2 is predictive for letter knowledge at later age. -0.15 .20
Students know at least 12 letter-sound correspondences by the end of K2 -0.06 .18
Writing activities in kindergarten have a positive effect on reading skills. -0.03 .17
Reversal of graphemes is age appropriate in kindergarten. 0.00 .17
Tutored reading of high level texts has a positive effect on reading skills. 0.00 .17
At risk readers benefit from scaffolds in exercise. 0.00 .17
There is no point in repeating grapheme-phoneme correspondences at
home.0.06 .17
Naming words and forming sentences does not promote sound blending
and segmentation.0.17 .17
…..
Parallel ICC’s
Removal of 7 items
Groups % χ2 Df. p.
Low-scoring 18
36.77 37 .480
High- scoring 82
10
Teachers' Knowledge of Reading
AERA 2012 (04/16)
Uni-dimensionality
Variables Groups % χ2 Df. p.
GenderFemale 83
38.71 37 .392Male 17
Age≤ age 40 47
29.29 37 .813> age 40 53
EducationAssistent 11
69.86 37 .001Teacher 89
Experience≤ 10 years 40
30.57 37 .763> 10 years 60
Reading
Stage
Pre- &
Beginning47
70.70 37 .001
Advanced 53 11
Rasch scale
38 items
N = 215
Mean = 1.47
Sd = .80
Skewness = .62
12
Teachers' Knowledge of Reading
AERA 2012 (04/16)
Next in Research
Teachers’ Professional Knowledge
Effective Reading Instruction
Student Learning13