Developing reflective literacy leaders: a case study of action research in a graduate reading specialist certification program

ABSTRACT

The purpose of this single-site case study was to examine the experiences of graduate teachers enrolled in a Reading Specialist Certification (K–12) program who engaged in literacy-related action research that was woven throughout their coursework. Qualitative data included 24 graduate teachers’ video self-analyses, reflection blog entries, and a culminating action research paper. The findings revealed that teachers developed skills of reflective practice, critical participatory inquiry, and leadership as a function of conducting action research. If graduate literacy programs are required to comply with the International Literacy Association’s Standards for the Preparation of Literacy Professionals, which focus on the knowledge, skills, and dispositions necessary for effective evidence-based practices in literacy curriculum, instruction, assessment, and leadership, then literacy teacher educators should consider embedding action research throughout their graduate programs. The authors of this study believe that their newly redesigned graduate reading specialist certification program has taken broad steps in this direction.

KEYWORDS:

• Action research
• graduate teacher education program
• reading specialist
• literacy

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Katia Ciampa

Katia Ciampa, Ph.D., is an Assistant Professor of Literacy Education in the Center for Education at Widener University. Her research interests include multiliteracies, the role of motivation in literacy learning, and supporting pre-service teachers’ literacy instructional practices.

Dana Reisboard

Dana Reisboard, Ph.D., is an Associate Professor of Literacy Education in the Center for Education at Widener University. Dana’s research interests focus upon praxiswhich investigates (1) core reading programs, (2) children’s literature, (3) the use of critical literacy, (4) mindfulness in education, and (5) best practices in teacher education.