Claims

In Grossman's case study, English teachers without formal teacher education adopted text-centered instruction, while teacher education graduates adopted student-centered instruction

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Teachers with no formal teacher education used subject matter knowledge as the lens on instruction, promoting a text-centered view poorly matched to most high school students. → Nathan 2001 q2 i? For a hypothetical ninth grade General Literature class, teacher education graduates chose 78% of readings from adolescent literature, while teachers with no formal education classes chose mostly (72%) canonical texts. → Nathan 2001 (2)

Evidence

Nathan 2001

Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert Blind Spot: When Content Knowledge Eclipses Pedagogical Content Knowledge. Proceeding of the Third International Conference on Cognitive Science. https://www.google.com/search?q=%22Expert+Blind+Spot%22+Nathan+Koedinger+Alibali

q2 · i? · theoretical · r2

Grossman's (1990) comparative case study of six secondary English teachers, all strong in subject matter knowledge but differing in teacher preparation. The article reports the non-teacher-education teachers promoted a text-centered view emphasizing detailed textual analysis; no effect size is printed.

"A major pattern that emerges from the case studies of those teachers who had no formal teacher education is how they used their subject matter knowledge as the lens on English instruction."

Nathan 2001 (2)

Nathan, M. J., Koedinger, K. R., & Alibali, M. W. (2001). Expert Blind Spot: When Content Knowledge Eclipses Pedagogical Content Knowledge. Proceeding of the Third International Conference on Cognitive Science. https://www.google.com/search?q=%22Expert+Blind+Spot%22+Nathan+Koedinger+Alibali

q2 · i? · theoretical · r2

In the comparative analysis, teacher education graduates chose 78% adolescent literature versus 22% canonical texts, while teachers with no formal education classes chose mostly (72%) canonical texts. These are descriptive percentages; no effect size is printed.

"For a hypothetical ninth grade General Literature class, teacher education graduates chose 78% of their readings from among “adolescent literature,” texts considered to be of great interest and relevance to youth, with the remaining 22% chosen from among “canonical texts”"

Discussion

Page metadata
Field Value
type claim
id teacher-education-graduates-student-centered-text-selection
title In Grossman's case study, English teachers without formal teacher education adopted text-centered instruction, while teacher education graduates adopted student-centered instruction
description In Grossman's case study, English teachers without formal teacher education adopted text-centered instruction, while teacher education graduates adopted student-centered instruction
status review
evidence_strength weak
newest_evidence 2001
generated by process:wiki-ingest on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 2 — nathan-2001, nathan-2001-2

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