The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey

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Publication Type dissertation
School or College College of Education
Department Educational Psychology
Author Wiggins, Christine Marie
Title The development of expertise in reading and reading instruction: the continuum from preservice to advanced experienced teachers as measured by the literacy instruction knowledge scales written survey
Date 2012-05
Description The purpose of this study was to examine whether teachers with more teaching experience possess greater expertise with regards to content knowledge and pedagogical content knowledge than teachers with less experience, and to identify a collection of variables that contribute to the growth of content knowledge and pedagogical content knowledge. The sample for this study was comprised of 388 first, second, and third grade inservice teachers and 105 preservice teachers. Data were obtained through the use of two survey instruments. The first survey instrument, the Teacher Demographic Information Survey (TDIS), was an instrument used to collect background data on each participant. The second survey instrument, the Literacy Instruction Knowledge Survey-Written Subscales (LIKS-WS), was used to measure each participant's content knowledge and pedagogical content knowledge of reading and reading instruction. Analyses showed that the two constructs, content knowledge and pedagogical content knowledge are not well-defined, and therefore, a composite of the two was used in all analyses. Results from a one-way ANOVA indicated that literacy knowledge increases between preservice teachers and inservice teachers who have 1 to 21+ years of experience, but literacy knowledge remains stable across all these years. Results from the backwards deletion regression identified four variables ( gradevec1, gradevec2, yrseffectcode1, gradcoursevec1) which accounted for 68% of the variability in the composite measure of literacy knowledge.
Type Text
Publisher University of Utah
Subject Content knowledge; Developmental models; Expertise; Knowledge of reading; Pedagogical content knowledge; Teacher knowledge
Dissertation Institution University of Utah
Dissertation Name Doctor of Philosophy
Language eng
Rights Management Copyright © Christine Marie Wiggins 2012
Format Medium application/pdf
Format Extent 613,729 Bytes
Identifier etd3/id/3513
ARK ark:/87278/s6n04ft2
Setname ir_etd
Date Created 2015-05-21
Date Modified 2018-04-18
ID 197066
Reference URL https://collections.lib.utah.edu/ark:/87278/s6n04ft2
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