Developing the Literacy Instruction Knowledge Scales (LIKS): A comprehensive assessment of primary grade teachers’ knowledge of reading and writing instruction

Teachers influence student academic growth more than any other single factor, including Shulman & Grossman, 1988). Strong content knowledge and pedagogical skills lead to " high quality teachers, " which is now mandated by No Child Left Behind (NCLB) in every classroom. But, how do we prepare teachers to be " high quality teachers, " and how do we know when they are? These questions have come under increased scrutiny in this early part of the 21 st century With increased scrutiny and accountability comes the need for better measures of teacher subject matter knowledge and instructional effectiveness. Existing measures of teacher knowledge have generally taken the form of paper and pencil tests, teacher logs, and classroom observations. However, the National Reading Panel (NRP, 2000) reported that some existing assessments of teacher subject matter knowledge and instructional effectiveness lack reliability. More important, teacher knowledge measures that currently exist have yet to establish the critical linkage between teacher knowledge and student achievement. Ultimately, teacher knowledge must be linked to student achievement in order to establish the important construct validity necessary to make teacher knowledge tests useful tools *** WORKING DRAFT *** Please do not cite without written permission of the authors 3 for educators. We need to know that teachers who have more knowledge produce students who achieve more. Otherwise, teacher knowledge measures are of little consequence. The purpose of this paper is to report our ongoing efforts to develop a reliable and valid measure of teacher knowledge of grades 1-3 reading and writing instruction. In order to construct such a measure, we embarked on a four-year program of research that entailed the development and validation of a teacher knowledge measure and a classroom observation instrument that together would reliably predict reading and writing achievement for grades 1-3 students. In this paper we report our ongoing effort to develop a reliable and valid teacher knowledge measure. Theoretical Framework Although teacher knowledge is a difficult construct to define, theory and research have provided some indicators of the knowledge necessary to effectively teach reading and writing in the primary grades. Shulman's (1986, 1987) early distinctions between content and pedagogical knowledge and finally pedagogical content knowledge form the theoretical foundation for the study. about the content of a subject area in order to teach it. For example, teachers must know, understand and be able to manipulate fractions in order to be able to teach …

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