TY - JOUR
T1 - Understanding the impact of a state-wide reading consortium on literacy teacher educators
AU - Many, Joyce E.
AU - Green, Jennifer
AU - Wallace, Faith H.
AU - Graham, Meadow
AU - Dixey, Brenda
AU - Miller, Sallie
AU - Myrick, Cecilia
AU - Pendergraft, Beth
N1 - Funding Information:
The lack of a well-developed research base exploring the impact of professional networks that include mentoring activities in higher education sets the context for this inquiry. Professors at a number of institutions across a southeastern state have participated in a reading consortium since the late 1990's (Beatty, Feaster, & Many, 2000; Dixey, Many, & Lane, 2004). This reading consortium provides opportunities for statewide collaboration among professionals engaged in improving the literacy performance of students P-12. The efforts of the consortium members are supported by a center funded by the state's chancellor's office. The mission of the center is to design and promote professional development in literacy instruction for classroom teachers. Although the focus of the center activities has been on professional development of classroom literacy educators, the professors involved in this consortium noted that the initiatives had a corollary influence on their own professional development as well. In an effort to better understand the impact of this collaborative network, this qualitative inquiry explored the development of this consortium and the impact of involvement in this state-wide reading consortium on literacy teacher educators. Specifically, the following questions guided the focus of the study: (a) How can the involvement of the agencies and institutions in the consortium be described, and (b) How has involvement in the consortium impacted literacy teacher-educators' work?
PY - 2006
Y1 - 2006
N2 - Research on the impact of professional development and mentoring in the activities of K-12 classroom teachers and their positive effects has been widely documented (Borko, Davinroy, Bliem, & Cumbo, 2000; Broaddus & Bloodgood, 1999; Lyons, 1991; Richardson, 1999). However, comparatively little is known about the effect of professional development and mentoring on the lives of teacher educators. This study examines the impact of professional networks that include mentoring activities in higher education. Since the late 1990's, teacher educators from institutions across a southeastern state have participated in a state-funded reading consortium designed to improve the literacy performance of P-12 students. In an effort to better understand the impact of this network, this qualitative inquiry explored the development of this consortium and the impact of involvement in this state-wide reading consortium on literacy teacher educators. Primary data sources focused on indepth interviews with members involved in the reading consortium for two or more years. Secondary data sources included (a) interviews with informants from various state agencies who had worked directly with the consortium, (b) course syllabi, and (c) consortium minutes, accountability documents and publicity documents. Constant comparative analysis of the data and follow up member checks revealed the nature of the collaborative network which emerged within this consortium and the ways in which this collaboration intensified over time and impacted both state initiatives and teacher educators. Specific positive impacts were apparent with respect to teacher education and professional development and with regard to the reshaping of literacy teacher-educators professional lives as educators and researchers. Finally, the findings underscore the importance of support, through collegial and mentoring relationships as well as through state funding on professional development of the research and teaching lives of literacy teacher educators.
AB - Research on the impact of professional development and mentoring in the activities of K-12 classroom teachers and their positive effects has been widely documented (Borko, Davinroy, Bliem, & Cumbo, 2000; Broaddus & Bloodgood, 1999; Lyons, 1991; Richardson, 1999). However, comparatively little is known about the effect of professional development and mentoring on the lives of teacher educators. This study examines the impact of professional networks that include mentoring activities in higher education. Since the late 1990's, teacher educators from institutions across a southeastern state have participated in a state-funded reading consortium designed to improve the literacy performance of P-12 students. In an effort to better understand the impact of this network, this qualitative inquiry explored the development of this consortium and the impact of involvement in this state-wide reading consortium on literacy teacher educators. Primary data sources focused on indepth interviews with members involved in the reading consortium for two or more years. Secondary data sources included (a) interviews with informants from various state agencies who had worked directly with the consortium, (b) course syllabi, and (c) consortium minutes, accountability documents and publicity documents. Constant comparative analysis of the data and follow up member checks revealed the nature of the collaborative network which emerged within this consortium and the ways in which this collaboration intensified over time and impacted both state initiatives and teacher educators. Specific positive impacts were apparent with respect to teacher education and professional development and with regard to the reshaping of literacy teacher-educators professional lives as educators and researchers. Finally, the findings underscore the importance of support, through collegial and mentoring relationships as well as through state funding on professional development of the research and teaching lives of literacy teacher educators.
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U2 - 10.1080/19388070609558454
DO - 10.1080/19388070609558454
M3 - Article
AN - SCOPUS:33751530253
SN - 0886-0246
VL - 45
SP - 319
EP - 352
JO - Reading Research and Instruction
JF - Reading Research and Instruction
IS - 4
ER -