Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the “Practice Makes Practice” Dilemma?

References

• Assaf, L., & López, M. M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research Theory, Method, and Practice, 64, 323–338.
   Google Scholar
• Assaf, L. C., & Lopez, M. (2012). Reading rocks: Creating a space for preservice teachers to become responsive teachers. Journal of Early Childhood Teacher Education, 33, 365–381. doi:10.1080/10901027.2012.732667
   Google Scholar
• Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258–267. doi:10.3102/0013189X07306523
   Google Scholar
• Au, W. (2011). Teaching under the new Taylorism: High‐stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25–45. doi:10.1080/00220272.2010.521261
   Web of Science ®Google Scholar
• Bhabha, H. K. (1990). The other question: Difference, discrimination and the discourse of colonialism. In: C. West (Ed.), Out there: Marginalization and contemporary cultures (pp. 71–87). Cambridge, MA: MIT Press.
   Google Scholar
• Brannon, D., & Fiene, J. (2013). The effect structured participation experiences have on pre-service teachers' preparedness to teach reading. Education, 134(2), 185–194.
   Google Scholar
• Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach, revised edition. Albany, NY: State University of New York Press.
   Google Scholar
• Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach. Albany, NY: Suny Press.
   Google Scholar
• Brown, C. P., & Weber, N. B. (2016a). Struggling to overcome the state’s prescription for practice: A study of a sample of early educators’ professional development and action research projects in a high-stakes teaching context. Journal of Teacher Education, 67(3), 183–202. doi:10.1177/0022487116636452
   Web of Science ®Google Scholar
• Brown, C. P., & Weber, N. B. (2016b). Working with practicing teachers in a high-stakes teaching context to rethink their pedagogical practices with children of diverse backgrounds. Action in Teacher Education, 38(3), 259–277. doi:10.1080/01626620.2016.1194781
   Google Scholar
• Campano, G., Ghiso, M. P., LeBlanc, R., & Sánchez, L. (2016). “American hunger”: Challenging epistemic injustice through collaborative teacher inquiry. In J. Lampert & B. Burnett (Eds.),  Teacher education for high poverty schools (pp. 33–52). New York, NY: Springer International Publishing.
   Google Scholar
• Duffy, G. G., Miller, S. D., Kear, K., Parsons, S. A., Davis, S. G., & Williams, B. (2008). Teachers’ instructional adaptations during reading instruction. In Y. Kim, V. Risko, D. Compton, D. Dickerson, M. Hundley, R. Jimenez, … D. Rowe (Eds.), 57th yearbook of the National Reading Conference (pp. 160–171). Oak Creek, WI: National Reading Conference.
   Google Scholar
• Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105–121. doi:10.1207/S15327809JLS1101_4
   Web of Science ®Google Scholar
• Erickson, F. (1986). Qualitative methods in research on teaching. In: M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 30–55). Washington, DC: American Educational Research Association.
   Google Scholar
• Fang, Z, & Ashley, C. (2004). Preservice teachers’ interpretations of a field-based reading block. Journal of Teacher Education, 55(1), 39–54.
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
   Google Scholar
• Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. doi:10.3102/0002831207312906
   Web of Science ®Google Scholar
• Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631–662. doi:10.1080/10862960009548098
   Web of Science ®Google Scholar
• Gutiérrez, K. (2008). Developing sociocultural literacy in the third space. Reading Research Quarterly, 43, 148–164.
   Web of Science ®Google Scholar
• Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303. doi:10.1080/10749039909524733
   Google Scholar
• Harste, J. C. (2014). Transmediation: What art affords our understanding of literacy. 63rd Yearbook of the Literacy Research Association, 88-103. Retrieved from http://jeromeharste.com/recent-publications
   Google Scholar
• Hendrick, W. B, McGee, P., & Mittag, K. C. (2000). Pre-service teacher learning through one-on-one tutoring: Reporting perceptions through email. Teaching and Teacher Education, 16, 47–63.
   Web of Science ®Google Scholar
• Hoffman, J. V., & Assaf, L. C. (2001). High stakes testing in reading: Today in Texas. Tomorrow? The Reading Teacher, 54(5), 482–499.
   Web of Science ®Google Scholar
• Hoffman, J. V., Paris, S., & Assaf, L. (2002). High-stakes assessment in the language arts: The piper plays, the players Dance, but who pays the price? In J. Flood, D. Lapp, J. Squire, & J. Jenson (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. 619–630). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Hoffman, J. V, & Duffy, G. G. (2016). Does thoughtfully adaptive teaching actually exist? a challenge to teacher educators. Theory Into Practice, 55(3), 172–179.
   Web of Science ®Google Scholar
• Hoffman, J. V., & Mosley Wetzel, M. (2017). Exploring some design principles for tutoring in preservice teacher preparation. Reading & Writing Quarterly, 33(4), 348–363.
   Web of Science ®Google Scholar
• Hoffman, J. V., & Roser, N. (2012). Reading and writing the world using beautiful books: Language experience re-envisioned (2013). Language Arts, 89(5), 293–304.
   Google Scholar
• Hoffman, J. V., Svrcek, N., Lammert, C., Daly-Lesch, A., & Steinitz, E. (2018). Tutoring in preservice teacher preparation. Retrieved from https://cite.edb.utexas.edu/synthesis/tutoring/
   Google Scholar
• Hoffman, J. V., Wetzel, M. M., & Peterson, K. (2016). Approximating literacy practices in tutorials: What is learned and what matters for teacher preparation. Literacy Research and Instruction, 55(3), 1–26.
   Web of Science ®Google Scholar
• Johnston, P. (2012). Opening minds: Using language to change lives. Portland, ME: Stenhouse.
   Google Scholar
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164. doi:10.1207/s15327884mca0303_2
   Google Scholar
• Lave, J. (1991). Situating learning in communities of practice. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: American Psychological Association.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
   Google Scholar
• Lewin, K. (1948). Action research and minority problems. In K. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (pp. 201–216). New York, NY: Harper & Row.
   Google Scholar
• Lomax, P. (1996). Quality management in education: Sustaining the vision through action research. New York, NY: Routledge.
   Google Scholar
• Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Lysaker, J., McCormick, K., & Brunette, C. C. (2004). Hope, happiness, and reciprocity: A thematic analysis of preservice teachers' relationships with their reading buddies. Literacy Research and Instruction, 44(2), 21–45.
   Google Scholar
• Massey, D. (2003). Preservice teachers as tutors: iInfluences of tutoring on whole-class literacy instruction. Yearbook-National Reading Conference, 52, 259–271.
   Google Scholar
• Mattesson, M., Eilerston, T. V., & Rorrison, D. (2012). A practicum turn in teacher education. Rotterdam, The Netherlands: Sense Publishers.
   Google Scholar
• Mertens, D. (2010). Research and evaluation in education and psychology (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38–72. doi:10.1598/RRQ.39.1.4
   Web of Science ®Google Scholar
• Morgan, D. N., Timmons, B., & Shaheen, M. (2006). Tutoring: A personal and professional space for preservice teachers to learn about literacy instruction. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds.), 55th yearbook of the National Reading Conference (pp. 212–223). Oak Creek, WI: National Reading Conference.
   Google Scholar
• Mosley Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K., & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. In Dunston, P. J., Fullerton, S. K., Bates, C. C., Headley, & K., Stecker, P. M. (Eds.),  The 61st yearbook of the Literacy Research Association (formerly the National Reading Conference) (pp. 163–179). Oak Creek, WI: Literacy Research Association.
   Google Scholar
• Mosley Wetzel, M., Roser, L., Hoffman, J. V., & Martínez, R. A., & Price-Dennis, D. (2016). “I Couldn’t Have Learned This Any Other Way”: Learning to teach literacy across concurrent practicum experiences. Action in Teacher Education, 38(1), 70–85.
   Google Scholar
• Nierstheimer, S. L., Hopkins, C. J., Dillon, D. R., & Schmitt, M. C. (2000). Preservice teachers' shifting beliefs about struggling literacy learners. Literacy Research and Instruction, 40(1), 1–16.
   Google Scholar
• Rogoff, B. (2008). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In K. Hall, P. Murphy, & J. Soler (Eds.), Pedagogy and practice: Culture and identities (pp. 58–74). Milton Keynes: The Open University.
   Google Scholar
• Roser, N. L., Hoffman, J. V., Mosley Wetzel, M., Price-Dennis, D., Peterson, K. E., & Chamberlain, K. (2014). Pull up a chair and listen to them write: Preservice teachers learn from beginning writers. Journal of Early Childhood Teacher Education, 35(2), 150–167.
   Google Scholar
• Roser, N. L., Mosley Wetzel, M., Martínez, R. A., & Price-Dennis, D. (2015). A digital tool grows (and keeps growing) from the work of a community of writers. Reading & Writing Quarterly, 31(2), 185–200.
   Web of Science ®Google Scholar
• Roskos, K., & Walker, B. J. (1994). Learning to teach problem readers: Instructional influences on preservice teachers' practical knowledge. Journal of Teacher Education, 45(4), 279–288.
   Web of Science ®Google Scholar
• Schön, D. (1983). The reflective practitioner. New York, NY: Basic Books.
   Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London, England: Sage Publications.
   Google Scholar
• Timmons, B. J., & Morgan, D. N. (2008). Preservice teachers' interactions while tutoring primary grade children. In M. Foote, F. Falk-Ross, S. Szabo, & M. Sampson (Eds.), 29th yearbook of the College Reading Association (pp. 58–73). Commerce, TX: The College Reading Association.
   Google Scholar
• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
   Google Scholar
• West, D. B., & Crookes, G. (2017). Critical practitioner research in language education under difficult circumstances. In S. A. Mirhosseini (Ed.), Reflections on qualitative research in language and literacy education (Volume 29 of the series in Educational Linguistics, pp. 139–155).Cham: Springer.
   Google Scholar
• Worthy, J., & Patterson, E. (2001). “I can't wait to see Carlos!”: Preservice teachers, situated learning, and personal relationships with students. Journal of Literacy Research, 33(2), 303–344.
   Web of Science ®Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field-experiences in college- and university-based teacher education. Journal of Teacher Education, 61(11), 89–99. doi:10.1177/0022487109347671
   Web of Science ®Google Scholar
• Zeichner, K. (2015). The politics of learning to teach from experience. In V. Ellis & J. Orchard (Eds.), Learning teaching from experience: Multiple perspectives and international contexts (pp. 257–267). London, England: Bloomsbury Academic.
   Google Scholar