Content area reading instruction for secondary teacher candidates: a case study of a state-required online content area reading course

Abstract

This dissertation examined in a state-required, online preservice teacher course in content area reading instruction (CARI) at a large land-grant university in Minnesota. Few studies have been published to date on revitalized literacy teacher preparation efforts in CARI (See Vagle, Dillon, Davison-Jenkins, & LaDuca, 2005; Dillon, O'Brien, Sato, & Kelly, 2011). Analysis of implementation of the revised online course Reading in the Content Areas for Initial Licensure Candidates afforded an opportunity to study 1) an online CARI course for PTS, and 2) a revised CARI course occasioned by new state teacher CARI standards (Minnesota Board of Teaching, 2012; Minnesota Office of the Revisor of Statutes, 2010). Results of this study fill a gap in the reading education literature at a time when improved teacher preparation for instruction in reading comprehension in all subject areas is vital for our students, and CARI teacher preparation that offers flexible implementation formats is a goal for postsecondary educators. This research used Yin's approach to case study (Yin, 2008) to construct a qualitative description of the revised online course design and of PT experiences of the course. Analysis of the description provides data that can inform course design of online CARI PT courses as well as new directions for CARI research. Course design and components as well as PT-produced artifacts were investigated in order to understand 1) dispositions and knowledges of PTs regarding CARI before participation in the online course, 2) how course components were they designed to effectively prepare secondary school PTs in CARI, and 3) How course components and online learning environment impact PTs' disposition and knowledge of CARI. Analysis of course components and analysis of artifacts constructed by PTs from eight different content area PT preparation programs indicated that 1) dispositions and knowledges of PTs regarding CARI before participation in the online course, 2) how course components were they designed to effectively prepare secondary school PTs in CARI, and 3) How course components and online learning environment impact PTs' disposition and knowledge of CARI.