Team 2 presents research to counter Team 1's contention about the lack of research in teacher education, positing that there has been research that informs literacy teacher educatio practices and policies.

1. Teacher Education: Con Position John T. Guthrie

2. Con Position Affirms that: Literacy researchers HAVE produced a base of knowledge that provides practitioners and policy makers with explicit guidance for improving literacy and literacy instruction.

3. Literacy Researchers Peer-reviewed journals carrying Teacher Education research: RRQ, RTE, ESJ, JLR Education Evaluation and Policy Analysis Teaching and Teacher Education Journal of Teacher Education Teacher Education Quarterly

4. Base of Knowledge: 3 propositions 1. Teacher Education impacts teachers’ literacy instruction practices: IRA Commission’s study: Hoffman, Roller, Maloch, Sailors, Duffy, & Beretvas, ESJ Quasi Experiment: 8 Excellent programs: 33 grads; 28 comparison students

5. Base of Knowledge: 3 propositions 1. Teacher Education impacts teachers’ literacy instruction practices: Results: Excellent programs fostered literacy practices of: Rich text environments High engagement with texts High levels of understanding Valuing texts

6. Base of Knowledge: 3 propositions 1. Teacher Education impacts teachers’ literacy instruction practices: Review of 82 qualitative studies: Risko et al., RRQ TE programs fostered “explicitness of teaching” (explanation, use of examples, modeling, practice in field settings) Daily logs of 75,000 lessons; 1900 classrooms: Correnti, EEPA Intensity of PD in literacy Extensiveness of literacy instruction

7. Base of Knowledge: 3 propositions 1. Teacher Education impacts teachers’ literacy instruction practices: Early language and literacy centers: Neuman et al., American Education Research Journal Randomized experiment: 291 sites in 4 cities Course + coaching; Course; Control Course + coaching had expansive, enriched literacy practices

8. Base of Knowledge: 3 propositions 2. Teacher Education impacts teachers’ beliefs about teaching and children: Review of 82 qualitative studies: Risko et al., RRQ Beliefs about students’ potentials Beliefs about teacher efficacy Knowledge about texts Knowledge about strategies

9. Base of Knowledge: 3 propositions 3. Teacher Education impacts students’ achievement: 50-State survey of policies; National data base: Darling-Hammond, Education Policy Analysis Archives (electronic) “Teacher quality” (certification, courses, field work) correlated with student reading achievement (NAEP Grade 4) at .75, after controlling for student poverty and language background. States with high student achievement have a higher percentage of teachers with full certification than states with lower achievement.

10. Base of Knowledge: 3 propositions 3. Teacher Education impacts students’ achievement: Comparing Traditional and Alternative Certifications in same schools—Darling-Hammond, 2009 from Mathematica, 2009 Teachers with more coursework in Traditional Certification had students with higher reading achievement gains than teachers with less coursework in Alternative Certification (who showed losses).

11. Explicit guidance from research Explicit guidance refers to TE programs with high impact: Vision, apprenticeship, personalize Hoffman, ESJ “Learning and doing” Risko, RRQ Courses with coaching Neuman, AERJ

12. Explicit guidance from research Explicit guidance refers to : Case-based explanation Risko, RRQ Re-mediation of teaching via reflections from cognitive ethnographies of learning Gutierrez, JTE Intensity of professional interaction Correnti, EEPA

13. Audiences Practitioners are teacher educators ---reached through professional trade books Policy makers in State Departments of Education ---reached through task forces in 1970s-1990s

14. Need improvement in research ? Improvement in TE research is possible and necessary: Ethnic minority inclusion— Lee, Educational Researcher ELL inclusion— Jimenez, RRQ African American inclusion-- Morrell, RRQ Engagement in literacies— Guthrie, JLR

15. Need improvement in guidance ? Improvement in TE guidance from research is possible and necessary: Quality of University programs Amount of professional development Number of courses in literacy Diversity of Faculties inliteracy education

16. Recommendation: Expand Foolish to ignore existing base of knowledge, formulations of explicit guidance, connections to diverse audiences, and community of researchers in TE. If you believe we have an existing knowledge base in Teacher Education that is communicated to teachers, you want to affirm the con position in this debate.