{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86477"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86477","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"A Three-Study Investigation into the Influence of a Teacher Residency Model for Literacy Teacher Preparation: Does a Residency Provide an Advantage?","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Mazzye, Doreen; 0000-0002-6070-7791"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lamb, Richard","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T17:22:49Z","date_published":"2025-02-21T17:22:49Z","updated_at":"2026-07-27T19:05:32Z","subjects":["teacher education","reading instruction"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86477","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lamb, Richard","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Mazzye, Doreen; 0000-0002-6070-7791"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T17:22:49Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher education","reading instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86477"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This dissertation is A Three-Study Investigation into the Influence of a Teacher Residency Model for Literacy Teacher Preparation: and asks the question, Does a Residency Provide an Advantage? Study 1 provided exploratory findings with a mixed-methods approach, which led to further examination of the literature in Study 2. In response to the literature gap of comparative examinations of traditional and residency model teacher preparation for literacy instructional ability, Study 3 was designed. Study #1: Student Teachers of Literacy in Different Preparation Models: Does a Teacher Residency Provide an Advantage?, is a parallel mixed methods study that explored self-efficacy and competence for literacy instruction among student teachers (STs) in three models of teacher preparation, including a residency model. Qualitative interviews were conducted with STs, mentor teachers, and supervisors. Quantitative data were collected using a pre-/post-survey design using the Teachers' Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers and supervisors completed a modified TSELS on STs' abilities. Data were analyzed using meta-inferences between strands. Results revealed Residency Model STs held higher levels of self-efficacy for literacy instruction. Mentor teachers and supervisors reported Residency Model STs outperformed other models. Study #2: Literature Review: A Textual Narrative Synthesis on Teacher Residencies from Studies Published between 2014-2019, revealed that although teacher residency programs (TRPs) are increasing in prevalence in teacher preparation, the scholarly literature on these programs has not been systematically synthesized to demonstrate consensus on the benefits of teacher residency programs for teacher preparation over traditional models. This literature review provides a textual narrative synthesis of empirical research studies on teacher residencies from 2014-2019. Several themes arose through analysis about features contributing to successful TRPs, including mentor development, resident development, and university programs embracing a transformative third space for teacher preparation. Each of the themes that emerged had an undertone of reflective refinement as teacher preparation programs innovate and develop their residency programs. The literature synthesis confirmed that teacher residencies have the potential to transform teacher preparation and improve upon university-school partnerships to bolster theory-to-practice connections. Teacher residency programs had specific features that appeared to contribute to these positive outcomes. Study #3: A Comparison Study between Residency and Traditional Teacher Preparation Models for Candidate Self-efficacy for and Ability to Teach Literacy, is a comparative study that explored self-efficacy and ability for literacy instruction between Traditional and Residency Models of teacher preparation. Quantitative data were collected using a pre-/post-survey design using the Teachers' Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers completed a modified TSELS on candidates' abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model increased more in self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than the Traditional Model. There was alignment amongst the mentor rating and the resident perception of ability. In the Traditional Model, the mentor and student teacher were not nearly as aligned in their perspectives of student teachers' ability to teach literacy. Teacher preparation programs should consider the potential Residency Models have to prepare pre-service teachers for the use of evidence-based practices for teaching literacy.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A Three-Study Investigation into the Influence of a Teacher Residency Model for Literacy Teacher Preparation: Does a Residency Provide an Advantage?"]}]}],"canonical_facts":{"dc:contributor":["Lamb, Richard","Learning and Instruction"],"dc:creator":["Mazzye, Doreen; 0000-0002-6070-7791"],"dc:date":["2025-02-21T17:22:49Z","2020"],"dc:description":["Ph.D.","This dissertation is A Three-Study Investigation into the Influence of a Teacher Residency Model for Literacy Teacher Preparation: and asks the question, Does a Residency Provide an Advantage? Study 1 provided exploratory findings with a mixed-methods approach, which led to further examination of the literature in Study 2. In response to the literature gap of comparative examinations of traditional and residency model teacher preparation for literacy instructional ability, Study 3 was designed. Study #1: Student Teachers of Literacy in Different Preparation Models: Does a Teacher Residency Provide an Advantage?, is a parallel mixed methods study that explored self-efficacy and competence for literacy instruction among student teachers (STs) in three models of teacher preparation, including a residency model. Qualitative interviews were conducted with STs, mentor teachers, and supervisors. Quantitative data were collected using a pre-/post-survey design using the Teachers' Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers and supervisors completed a modified TSELS on STs' abilities. Data were analyzed using meta-inferences between strands. Results revealed Residency Model STs held higher levels of self-efficacy for literacy instruction. Mentor teachers and supervisors reported Residency Model STs outperformed other models. Study #2: Literature Review: A Textual Narrative Synthesis on Teacher Residencies from Studies Published between 2014-2019, revealed that although teacher residency programs (TRPs) are increasing in prevalence in teacher preparation, the scholarly literature on these programs has not been systematically synthesized to demonstrate consensus on the benefits of teacher residency programs for teacher preparation over traditional models. This literature review provides a textual narrative synthesis of empirical research studies on teacher residencies from 2014-2019. Several themes arose through analysis about features contributing to successful TRPs, including mentor development, resident development, and university programs embracing a transformative third space for teacher preparation. Each of the themes that emerged had an undertone of reflective refinement as teacher preparation programs innovate and develop their residency programs. The literature synthesis confirmed that teacher residencies have the potential to transform teacher preparation and improve upon university-school partnerships to bolster theory-to-practice connections. Teacher residency programs had specific features that appeared to contribute to these positive outcomes. Study #3: A Comparison Study between Residency and Traditional Teacher Preparation Models for Candidate Self-efficacy for and Ability to Teach Literacy, is a comparative study that explored self-efficacy and ability for literacy instruction between Traditional and Residency Models of teacher preparation. Quantitative data were collected using a pre-/post-survey design using the Teachers' Sense of Efficacy for Literacy Scale (TSELS). Mentor teachers completed a modified TSELS on candidates' abilities. Data were analyzed using paired sample t-tests, independent sample t-tests, and a trend analysis. Results revealed that candidates in the Residency Model increased more in self-efficacy for literacy instruction than in the Traditional Model. Mentor teachers rated candidates in the Residency Model as more able to teach literacy than the Traditional Model. There was alignment amongst the mentor rating and the resident perception of ability. In the Traditional Model, the mentor and student teacher were not nearly as aligned in their perspectives of student teachers' ability to teach literacy. Teacher preparation programs should consider the potential Residency Models have to prepare pre-service teachers for the use of evidence-based practices for teaching literacy.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86477"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["teacher education","reading instruction"],"dc:title":["A Three-Study Investigation into the Influence of a Teacher Residency Model for Literacy Teacher Preparation: Does a Residency Provide an Advantage?"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:32Z"}