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

References

• Ado, K. 2013. “Action Research: Professional Development to Help Support and Retain Early Career Teachers.” Educational Action Research 21 (2): 131–146.
   Google Scholar
• Akom, A. A. 2009. “Critical Race Theory Meets Participatory Action Research: Creating a Community of Black Youth as Public Intellectuals.” In Handbook of Social Justice in Education, edited by W. Ayers, M. Q. Therese, and D. Stovall, 526–539. New York: Routledge.
   Google Scholar
• Amrein-Beardsley, A., D. Zambo, D. W. Moore, R. R. Buss, N. J. Perry, S. R. Painter, D. L. Carlson, T. S. Foulger, K. Olson, and K. S. Puckett. 2012. “Graduates Respond to an Innovative Educational Doctorate Program.” Journal of Research on Leadership Education 7 (1): 98–122.
   Google Scholar
• Ball, D. L., and D. K. Cohen. 1999. “Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional Education.” In Teaching as the Learning Profession: Handbook of Policy and Practice, edited by L. Darling-Hammond and G. Skyes, 3–32. San Francisco: Jossey-Bass.
   Google Scholar
• Bandura, A. 1986. “Fearful Expectations and Avoidant Actions as Co-Effects of Perceived Self-Inefficacy.” American Psychologist 41 (12): 1389–1391.
   Web of Science ®Google Scholar
• Bean, R. M. 2015. The Reading Specialist: Leadership and Coaching for the Classroom, School, and Community. New York: Guilford Publications.
   Google Scholar
• Bean, R. M., D. Kern, V. Goatley, E. Ortlieb, J. Shettel, K. Calo, B. Marinak, et al. 2015. “Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey.” Literacy Research and Instruction 54 (2): 83–114.
   Web of Science ®Google Scholar
• Blasco, P. M., R. A. Falco, and L. J. Munson. 2006. “Project SELF: Preparing Professionals to Facilitate Self-Determination.” Journal of Early Intervention 29 (1): 63–79.
   Web of Science ®Google Scholar
• Bond, N. 2011. “Preparing Preservice Teachers to Become Teacher Leaders.” The Educational Forum 75 (4): 280–297.
   Google Scholar
• Borg, S. 2015. Teacher Cognition and Language Education: Research and Practice. London: Bloomsbury Publishing.
   Google Scholar
• Burns, L. D. 2012. “Standards, Policy Paradoxes, and the New Literacy Studies: A Call to Professional Political Action.” Journal of Adolescent & Adult Literacy 56 (2): 93–97.
   Web of Science ®Google Scholar
• Capobianco, B., R. Horowitz, and D. Canuel-Browne. 2004. “Action Research for Teachers.” Science Teacher 71 (3): 48–53.
   Google Scholar
• Carboni, L. W., S. R. Wynn, and C. M. McGuire. 2007. “Action Research with Undergraduate Preservice Teachers: Emerging/Merging Voices.” Action in Teacher Education 29 (3): 50–59.
   Google Scholar
• Chen, D. T. V., Y. M. Wang, and W. C. Lee. 2016. “Challenges Confronting Beginning Researchers in Conducting Literature Reviews.” Studies in Continuing Education 38 (1): 47–60.
   Web of Science ®Google Scholar
• Creswell, J. W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th ed. Boston, MA: Pearson Education.
   Google Scholar
• Dana, N. F., and D. Yendol-Hoppey. 2014. The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Darling-Hammond, L. 2008. “The Quiet Revolution: Rethinking Teacher Development.” Educational Leadership 53 (6): 4–10.
   Google Scholar
• De Freitas, E. 2008. “Troubling Teacher Identity: Preparing Mathematics Teachers to Teach for Diversity.” Teaching Education 19 (1): 43–55.
   Google Scholar
• Ghazala, Y. 2008. “Action Research: An Approach for Teachers in Higher Education.” The Turkish Online Journal of Educational Technology 7 (4): 46–53.
   Google Scholar
• Groenke, S. L. 2010. “Seeing, Inquiring, Witnessing: Using the Equity Audit in Practitioner Inquiry to Rethink Inequity in Public Schools.” English Education 43 (1): 83–96.
   Google Scholar
• Hamel, C., and A. Viau-Guay. 2019. “Using Video to Support Teachers’ Reflective Practice: A Literature Review.” Cogent Education 6 (1): 1–14.
   Web of Science ®Google Scholar
• Hendricks, C. C. 2006. Improving Schools through Action Research: A Comprehensive Guide for Educators. Boston, MA: Allyn & Bacon.
   Google Scholar
• Holter, A. C., and J. M. Frabutt. 2012. “Mission Driven and Data Informed Leadership.” Catholic Education: A Journal of Inquiry and Practice 15 (2): 253–269.
   Google Scholar
• ILA (International Literacy Association). 2017. Standards for the Preparation of Literacy Professionals. Newark, DE: ILA.
   Google Scholar
• Ioannidou-Koutselini, M., and F. Patsalidou. 2015. “Engaging School Teachers and School Principals in an Action Research In-Service Development as a Means of Pedagogical Self-Awareness.” Educational Action Research 23 (2): 124–139.
   Web of Science ®Google Scholar
• Jaipal, K., and C. Figg. 2011. “Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers.” Educational Action Research 19 (1): 59–72.
   Google Scholar
• Johnson, A. 2011. A Short Guide to Action Research. 4th ed. Boston, MA: Pearson
   Google Scholar
• Johnson, M. J., and K. Button. 2000. “Connecting Graduate Education in Language Arts with Teaching Contexts: The Power of Action Research.” English Education 32 (2): 107–126.
   Google Scholar
• Katzenmeyer, M., and G. Moller. 2001. Awakening the Sleeping Giant: Helping Teachers Develop as Leaders. 2nd ed. Thousand Oaks, CA: Corwin.
   Google Scholar
• Kutaka, T. S., W. M. Smith, A. D. Albano, C. P. Edwards, L. Ren, H. L. Beattie, L. W. James, R. M. Heaton, and W. W. Stroup. 2017. “Connecting Teacher Professional Development and Student Mathematics Achievement: A 4-Year Study of an Elementary Mathematics Specialist Program.” Journal of Teacher Education 68 (2): 140–154.
   Web of Science ®Google Scholar
• Le Fevre, D. M. 2014. “Barriers to Implementing Pedagogical Change: The Role of Teachers’ Perceptions of Risk.” Teaching and Teacher Education 38: 56–64.
   Web of Science ®Google Scholar
• Lebak, K., and R. Tinsley. 2010. “Can Inquiry and Reflection Be Contagious? Science Teachers, Students, and Action Research.” Journal of Science Teacher Education 21 (8): 953–970.
   Google Scholar
• Lieberman, A., and L. Miller. 2004. Teacher Leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Loughland, T., and M. Bowen. 2012. “Action Research Built on Uncertain Foundations: The Internship and Action-Research in a Graduate Teaching Degree.” McGill Journal of Education/Revue des sciences de l’éducation de McGill 47 (3): 345–358.
   Google Scholar
• Lustick, D. 2009. “The Failure of Inquiry: Preparing Science Teachers with an Authentic Investigation.” Journal of Science Teacher Education 20 (6): 583–604.
   Google Scholar
• Mertler, C. A. 2014. Action Research: Improving Schools and Empowering Educators. 4th ed. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Mills, G. E. 2017. Action Research: A Guide for the Teacher Researcher. 4th ed. Boston, MA: Pearson Education.
   Google Scholar
• Mongillo, G., S. A. Lawrence, and C. E. Hong. 2012. “Empowering Leaders in a Master’s in Literacy Program: Teacher Candidates’ Self-Efficacy and Self-Perception as Literacy Leaders.” Action in Teacher Education 34 (5–6): 551–565.
   Google Scholar
• Motiejunaite, A., S. Noorani, and C. Monseur. 2014. “Patterns in National Policies for Support of Low Achievers in Reading across Europe.” British Educational Research Journal 40 (6): 970–985.
   Web of Science ®Google Scholar
• Netcoh, S., M. W. Olofson, J. M. Downes, and P. A. Bishop. 2017. “Professional Learning with Action Research in Innovative Middle Schools.” Middle School Journal 48 (3): 25–33.
   Google Scholar
• Nolen, A. L., and J. Vander Putten. 2007. “Action Research in Education: Addressing Gaps in Ethical Principles and Practices.” Educational Researcher 36 (7): 401–407.
   Google Scholar
• Nugent, G., S. Malik, and S. Hollingsworth. 2012. A Practical Guide to Action Research for Literacy Educators. Washington, DC: International Reading Association.
   Google Scholar
• Phillips, D. K., and K. Carr. 2014. Becoming a Teacher through Action Research: Process, Context, and Self-Study. 3rd ed. New York: Routledge.
   Google Scholar
• Ponticell, J. A. 2003. “Enhancers and Inhibitors of Teacher Risk Taking: A Case Study.” Peabody Journal of Education 78 (3): 5–24.
   Google Scholar
• Price, J. N., and L. Valli. 2005. “Preservice Teachers Becoming Agents of Change: Pedagogical Implications for Action Research.” Journal of Teacher Education 56 (1): 57–72.
   Web of Science ®Google Scholar
• Putman, S. M., and T. Rock. 2016. Action Research: Using Strategic Inquiry to Improve Teaching and Learning. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Reason, P., and J. Marshall. 2001. “On Working with Graduate Research Students.” In Handbook of Action Research: Participative Inquiry and Practice, edited by P. Reason and H. Bradbury, 413–419. Thousand Oaks, CA: Sage.
   Google Scholar
• Reason, P., and H. Bradbury. 2008. The Sage Handbook of Action Research: Participative Inquiry and Practice. 2nd ed. Los Angeles: Sage.
   Google Scholar
• Riel, M. 2019. “Understanding Collaborative Action Research.” Center for Collaborative Action Research. Accessed March 2019. http://cadres.pepperdine.edu/ccar/define.html
   Google Scholar
• Sela, O., and M. Harel. 2012. “The Role of Teacher Education in Introducing Action Research into the Education System: A Case Study of an Education College.” Current Issues in Education 15 (2): 1–14.
   Google Scholar
• Shearer, B. A., D. A. Carr, and M. Vogt. 2018. Reading Specialists and Literacy Coaches in the Real World. Long Grove, IL: Waveland Press.
   Google Scholar
• Short, D. J., M. Vogt, and J. Echevarría. 2016. The SIOP Model for Administrators. Boston, MA: Pearson.
   Google Scholar
• Shosh, J. M., and C. R. Zales. 2007. “Graduate Teacher Education as Inquiry: A Case Study.” Teaching Education 18 (3): 257–275.
   Google Scholar
• Storms, S. B. 2013. “Preparing Teachers for Social Justice Advocacy.” Multicultural Education 20 (2): 33–39.
   Google Scholar
• Stringer, E. T. 2013. Action Research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Timperley, H. 2008. “Teacher Professional Learning and Development.” In The Educational Practices Series, edited by J. Brophy. Vol. 18, 1–31. Brussels: International Academy of Education & International Bureau of Education.
   Google Scholar
• Turner, S. 2010. “Teaching Research to Teachers: A Self-Study of Course Design, Student Outcomes, and Instructor Learning.” Journal of the Scholarship of Teaching and Learning 10 (2): 60–77.
   Google Scholar
• Vaughan, M., and G. Burnaford. 2016. “Action Research in Graduate Teacher Education: A Review of the Literature 2000–2015.” Educational Action Research 24 (2): 280–299.
   Web of Science ®Google Scholar
• Vogt, M. E., and B. A. Shearer. 2011. Reading Specialists and Literacy Coaches in the Real World. 3rd ed. Boston, MA: Pearson Education.
   Google Scholar
• Warren, S., D. Doorn, and J. Green. 2008. “Changes in Vision: Teachers Engaging in Action Research.” Educational Forum 72 (3): 260–270.
   Google Scholar
• Wheatley, K. F. 2002. “The Potential Benefits of Teacher Efficacy Doubts for Educational Reform.” Teaching and Teacher Education 18 (1): 5–22.
   Web of Science ®Google Scholar
• Whitehead, J., and J. McNiff. 2006. Action Research: Living Theory. London: Sage.
   Google Scholar
• Winicki, B. A. 2006. “Reading Teachers and Research: From Consumers to Evaluators to Producers.” Journal of Reading Education 31 (3): 21–28.
   Google Scholar
• Wyatt, M. 2016. “Are They Becoming More Reflective and/or Efficacious? A Conceptual Model Mapping How Teachers’ Self-Efficacy Beliefs Might Grow.” Educational Review 68 (1): 114–137.
   Web of Science ®Google Scholar
• Wyatt, M., and K. Dikilitaş. 2016. “English Language Teachers Becoming More Efficacious through Research Engagement at Their Turkish University.” Educational Action Research 24 (4): 550–570.
   Web of Science ®Google Scholar