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Paper

Abstract

This document reports on a research study about educator preparation programs in Missouri. In the spring of 2024, we developed and administered a survey to explore the curricular topics and instructional practices in initial teacher certification programs related to reading. The survey items were created by Drs. Katherine O’Daniels and Shea Kerkhoff to reflect the reading competencies outlined in the Missouri Standards for the Preparation of Educators (MoSPE) and the International Literacy (ILA) Standards for the Preparation of Literacy Professionals (see appendix A). We followed survey methodology best practices (Dillman, 2011; Groves et al., 2009) and used three strategies for improving content validity: 1) cognitive interviews with members of the target population, 2) testing the online survey with members of the target population, and 3) expert validation with a group of eight literacy professionals who work in both educator preparation programs (EPPs) and K-12 institutions. The survey was taken by personnel working in Missouri EPPs who teach courses related to literacy preparation of early childhood and elementary teachers. In this report, we share the aggregated results of the survey to describe the perceived strengths and gaps that exist within our state. These results can be used to inform statewide program improvement efforts and contribute data-based assertions to conversations about literacy curricula and practices in EPPs.

Publication Date

6-6-2024

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