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Teachers' Disciplinary Knowledge of Reading and Its Relation to K-3 Pedagogy and Student AchievementThis project investigates the current level of K-3 elementary school teachers' disciplinary knowledge, beliefs, and knowledge calibration in reading processes, development, and pedagogy. The objectives are to conduct a series of experimental, longitudinal, and qualitative studies that will lead to a greater understanding of the type and depth of knowledge needed to be an effective teacher of reading (as evidenced by student performance) and the models of professional development that facilitate the growth of teachers' disciplinary knowledge and pedagogy in reading and literacy.
In a large-scale study of thousands of teachers engaged in the California Governors' Reading Initiative, the project will examine a model of professional development in reading that is reflected in the field but for which a research base does not exist. The project has developed a portfolio of measures assessing teachers' subject-matter knowledge and pedagogy in the domain of reading that will be administered several times throughout the school year. These longitudinal data will be linked to their students÷ reading achievement. The aim is to investigate the relationship between pedagogy and the results in order to uncover effective methods that can support teachers' development and implementation of this knowledge.
The principal investigator is Anne Cunningham.
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