Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap

297 Pages·2020·3.388 MB·English

by  Tiffany L. Gallagher, Katia Ciampa

Teaching Literacy in
the Twenty-First
Century Classroom
Teacher Knowledge, Self-Efficacy,
and Minding the Gap
Edited by
Tiffany L. Gallagher · Katia Ciampa
Teaching Literacy in the Twenty-First Century
Classroom
Tiffany L. Gallagher · Katia Ciampa
Editors
Teaching Literacy
in the Twenty-First
Century Classroom
Teacher Knowledge, Self-Efficacy,
and Minding the Gap
Editors
Tiffany L. Gallagher Katia Ciampa
Educational Studies Literacy Education
Brock University Widener University
St. Catharines, ON, Canada Chester, PA, USA
ISBN 978-3-030-47820-9 ISBN 978-3-030-47821-6 (eBook)
https://doi.org/10.1007/978-3-030-47821-6
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer
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C
ontents
1 Introduction 1
Tiffany L. Gallagher and Katia Ciampa
Part I Knowledge and Measuring of Literacy Teachers’
Self-Efficacy
2 Self-Efficacy Practices That Impact Effective
Reading Instruction for Young Learners 19
Lisa Minicozzi and Jennifer Dardzinski
3 Do Teacher Candidates in English-Speaking
Countries Understand the Structure
of the English Language? 39
Emily Binks-Cantrell, Erin K. Washburn,
and R. Malatesha Joshi
4 Exploration of American General and Special
Education Teacher Candidates’ Self-Efficacy
to Teach Reading and Reading-Related Constructs 63
Erin K. Washburn and Candace A. Mulcahy
v
vi CONTENTS
5 Exploring Teacher Candidates’ Self-Efficacy Beliefs
for Literacy Instruction in the Twenty-First Century 83
Katia Ciampa and Tiffany L. Gallagher
Part II Practices to Build Literacy Teachers’ Self-Efficacy
6 Teaching Beyond a Print Mindset: Applying
Multimodal Pedagogies Within Literacy
Teacher Education 103
Dane Marco Di Cesare and Jennifer Rowsell
7 The Role of Critical Narratives in Broadening
Teacher Candidates’ Literacy Beliefs Around ELA
Teaching Practice 119
Katrina Bartow Jacobs
8 Transforming Literacy Instruction in Second-
Language Contexts: The Impact of Graduate
Education in Colombia 145
Raúl Alberto Mora, Claudia Cañas, Ana Karina Rodríguez,
and Natalia Andrea Salazar
Part III In-Service Literacy Teachers’ and Collective Efficacy
9 Are We Minding the Gap? Examining Teacher
Self-Efficacy as Teachers Transition from Teacher
Candidates to Full-Time Teaching 173
Sarah K. Clark
10 Utilizing Relationships as Resources: Social
and Emotional Learning and Self-Efficacy 199
Sharyn Fisher
11 Building Collective Teacher Efficacy Through
Teacher Collaboration 219
Vicki Park, Douglas Fisher, and Nancy Frey
CONTENTS vii
12 Teachers’ Collective and Self-Efficacy as Reform
Agents: One Teacher Discusses Her Place
in Reforming Literacy Instruction 239
Phillip Poulton, Mallihai Tambyah, and Annette Woods
13 Concluding Thoughts 267
Tiffany L. Gallagher and Katia Ciampa
Index 283
L C
ist of ontributors
Emily Binks-Cantrell Texas A&M University, College Station, TX,
USA
Claudia Cañas Universidad Pontificia Bolivariana, Medellin, Colombia
Katia Ciampa Literacy Education, Widener University, Chester, PA,
USA
Sarah K. Clark Brigham Young University, Provo, UT, USA
Jennifer Dardzinski Five Towns College, Dix Hills, NY, USA
Dane Marco Di Cesare Brock University, St. Catharines, ON, Canada
Douglas Fisher San Diego State University, San Diego, CA, USA
Sharyn Fisher Manalapan-Englishtown Regional School District,
Manalapan, NJ, USA;
The College of New Jersey, Ewing, NJ, USA
Nancy Frey San Diego State University, San Diego, CA, USA
Tiffany L. Gallagher Educational Studies, Brock University, St. Catharines,
ON, Canada
Katrina Bartow Jacobs University of Pittsburgh, Pittsburgh, PA, USA
R. Malatesha Joshi Texas A&M University, College Station, TX, USA
Lisa Minicozzi Adelphi University, New York, NY, USA
ix
x LIST OF CONTRIBUTORS
Raúl Alberto Mora Universidad Pontificia Bolivariana, Medellin,
Colombia
Candace A. Mulcahy Binghamton University, Binghamton, NY, USA
Vicki Park San Diego State University, San Diego, CA, USA
Phillip Poulton Queensland University of Technology, Brisbane, QLD,
Australia
Ana Karina Rodríguez Universidad Pontificia Bolivariana, Medellin,
Colombia
Jennifer Rowsell University of Bristol, Bristol, UK
Natalia Andrea Salazar Universidad Pontificia Bolivariana, Medellin,
Colombia
Mallihai Tambyah Queensland University of Technology, Brisbane,
QLD, Australia
Erin K. Washburn University of North Carolina at Charlotte,
Charlotte, NC, USA
Annette Woods Queensland University of Technology, Brisbane, QLD,
Australia
L f
ist of igures
Fig. 3.1 Simple view of reading (from the Rose Review, 2006) 42
Fig. 3.2 Survey of basic language constructs: item breakdown 51
Fig. 7.1 Critical practice-based teacher education 122
Fig. 9.1 Mean scores of teachers at the teacher candidate
(pre-service) and in-service stages related to number
of required literacy methods courses 190
xi