The efficacy of a site-based literacy methods course developed within the context of a school-university partnership
Lefever, S., & John P. Helfeldt (1994). The efficacy of a site-based literacy methods course developed within the context of a school-university partnership. In Pathways for literacy: Learners teach and teachers learn. the sixteenth yearbook of the college reading association (Vol. 16th, Ser. Yearbook of the College Reading Association, pp. 183–194). The College Reading Association
This study investigated the efficacy of a site-based literacy methods course on preservice and inservice teacher development. Specifically, responses to Deford's Theoretical Orientation to Reading Profile, reflection journals, and questionnaires provided information on preservice and inservice teachers' beliefs and practices associated with literacy acquisitions and development. The site-based course appears to have had a positive impact on clarifying preservice teachers' beliefs regarding literacy acquisition and development.