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Critical Information Consumption CRITICAL INFORMATION CONSUMPTION AND TEXTBOOKS USED IN TEACHER PREPARATION PROGRAMS _________________________________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Educational Leadership and Policy Analysis _____________________________________________________ by COURTNEY K. SMITH-NELSON Dr. Cynthia MacGregor, Dissertation Supervisor DECEMBER 2020 © Copyright by Courtney K. Smith-Nelson 2020 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled CRITICAL INFORMATION CONSUMPTION AND TEXTBOOKS USED IN TEACHER PREPARATION PROGRAMS presented by Courtney K. Smith-Nelson, a candidate for the degree of doctor of educational leadership and policy analysis, and hereby certify that, in their opinion, it is worthy of acceptance. ______________________________________________________________ Dr. Cynthia MacGregor, Chair ______________________________________________________________ Dr. Jeffrey H. D. Cornelius-White ______________________________________________________________ Dr. T. C. Wall Dr. James Sottile Dedication Page This dissertation is dedicated to my mom. While the future may be uncertain, her love and support never are. ACKNOWLEDGEMENTS 2020 has been a year of challenges and unforeseen obstacles. This dissertation would never have been completed without the hard work and support of the following individuals and organizations. My everlasting gratitude goes to: My advisor and dissertation committee chair, Dr. Mac; The rest of the dissertation committee: Drs. Cornelius-White, Sottile, and Wall; The exceedingly patient staff of the MSU Meyer Library, who had to put up with the bureaucratic and technical difficulties that plagued my data collection process; And of course, Brian, Zepp, and Squirrel. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................ ii ABSTRACT ................................................................................................................ viii Contents SECTION ONE: INTRODUCTION TO THE DISSERTATION ....................................1 Statement of the Problem .................................................................................................4 Purpose of the Study ........................................................................................................6 Research Question ...........................................................................................................7 Theoretical Framework ....................................................................................................7 Design of the Study ....................................................................................................... 10 Setting and Participants ...................................................................................... 12 Data Collection .................................................................................................. 14 Data Analysis ..................................................................................................... 20 Limitations, Assumptions, and Design Controls ............................................................. 22 Limitations ......................................................................................................... 22 Assumptions ...................................................................................................... 23 Design Controls ................................................................................................. 23 Definition of Key Terms ................................................................................................ 24 Significance of Study ..................................................................................................... 29 iii Summary ....................................................................................................................... 30 SECTION TWO: PRACTITIONER SETTING FOR THE STUDY .............................. 31 History and Background of the Setting(s) ...................................................................... 33 TPPs and the Purpose of Schooling in the United States ..................................... 34 The History of Textbooks in TPPs...................................................................... 36 An Organizational Analysis of Teacher Preparation Programs ....................................... 38 CAEP and AAQEP Standards ............................................................................ 39 Implementation of TPPs and Pathways to Certification ...................................... 43 The Role of Textbooks in TPPs .......................................................................... 44 Leadership Theory and Practice in the Context of Teacher Preparation .......................... 44 Implications for Research in the Practitioner Setting ...................................................... 47 Summary ....................................................................................................................... 50 SECTION THREE: SCHOLARY REVIEW FOR THE STUDY .................................. 52 Purpose of the Study ...................................................................................................... 54 Theoretical and Conceptual Frameworks ....................................................................... 55 Conceptualizing CIL/CIC................................................................................... 56 Bullshit Theory .................................................................................................. 59 Buzzwords ......................................................................................................... 60 Critical Discourse Analysis ................................................................................ 61 iv Textbook Evaluation .......................................................................................... 62 Summary ........................................................................................................... 63 Teaching and Learning CIL/CIC Skills .......................................................................... 64 Learning CIL/CIC Skills .................................................................................... 64 Teaching CIL/CIC Concepts .............................................................................. 66 Summary ........................................................................................................... 67 CIL/CIC and Preservice Teachers .................................................................................. 68 Summary ........................................................................................................... 70 CIL/CIC in Professional Practice ................................................................................... 71 Summary ........................................................................................................... 73 The Role of CIL/CIC in Society .................................................................................... 73 Global Citizenship ............................................................................................. 74 Social Justice ..................................................................................................... 76 Summary ........................................................................................................... 77 Summary of the Review of Literature ............................................................................ 78 SECTION FOUR: CONTRIBUTION TO PRACTICE TO BE SUBMITTED TO ACTION IN TEACHER EDUCATION ........................................................................... 80 Critical Information Consumption: Textbook Evaluation Criteria for Teacher Preparation Programs………………………………………………………………………………... 81 v Abstract ........................................................................................................................ 81 Introduction…………………………………………………………...………………… 82 Materials and Methods .................................................................................................. 84 Data Collection and Analysis ............................................................................... 86 Findings………………………………………………………………………….....….. 87 Conclusion: A Textbook Evaluation Checklist for CIL/CIC ………..…………………..92 References………………………………………………………………………….…….98 SECTION FIVE: CONTRIBUTION TO SCHOLARSHIP TO BE SUBMITTED TO COMMUNICATIONS IN INFORMATION LITERACY ................................................ 102 Critical Information Consumption and Textbooks in Teacher Preparation Programs....103 Abstract ....................................................................................................................... 103 Introduction………………………………………………………….………………….104 Literature Review ........................................................................................................ 106 Methodology ............................................................................................................... 108 Findings………………………………………………………………………….……..110 Findings for RQ, Part (a): Paradigms in Education …………………………..110 Findings for RQ, Part (b): Sources of Information…………………...………...112
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