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Guided by Common Core State Standards, disciplinary literacy, and CAEP’s emphasis on clinical experiences, the collective case study identifies two patterns: mostly brief, teacher-directed, sometimes optional literacy integration, and a more promising shift toward complex disciplinary literacy tasks when teachers linked literacy strategies, content, and student needs. Collaborative, structured conversations with university supervisors supported this growth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/facilitating-middle-level-pre-service-teachers-literacy-integration-in-early-field-experiences/599792/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/facilitating-middle-level-pre-service-teachers-literacy-integration-in-early-field-experiences/599792.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional context shaped the study of literacy integration?","Question",{"text":112,"@type":113},"The study occurred in the first extended field practicum in middle level social studies, where pre-service teachers designed and implemented their own instructional units. The work was framed by Common Core State Standards and CAEP’s focus on clinical experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the two key findings about how literacy was integrated?",{"text":117,"@type":113},"First, integration was often brief, teacher-directed, and sometimes optional for students. Second, more complex disciplinary literacy tasks emerged when teachers connected literacy strategies, content, and students’ needs.",{"name":119,"@type":110,"acceptedAnswer":120},"How did university supervisors influence the development of more complex literacy tasks?",{"text":121,"@type":113},"The more complex literacy tasks were frequently developed through collaborative, structured conversations between each pre-service teacher and the university supervisor, supporting stronger alignment between literacy and classroom needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599792,1792166436,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CIMLE Current Issues in Middle Level Education (2016) 21 (1), 6-14  \nFacilitating Middle Level Pre-Service Teachers’ Literacy Integration in Early Field Experiences  \nAlisa Leckie  \nAmanda Wall  \nGeorgia Southern University  \nThis study explored how pre-service teachers integrated literacy in middle level social studies. This study was conducted in the context of the Common Core State Standards (CCSS) and their focus on disciplinary literacy, the Councilfor the Accreditation ofEducator Preparation (CAEP) Standards and their focus on rich clinical experiences, and concepts of interdisciplinary and integrated curriculum central to middle level philosophy (NMSA, 2010). Three pre-service teachers in their first extended field practicum took part in this collective case study (Yin, 2009). We identified two key findings. First, these pre-service teachers primarily integrated literacy in ways that were brief, teacher-directed, and sometimes optionalfor students. Second, and more promising, the pre-service teachers integrated more complex disciplinary literacy tasks when they made connections among literacy strategies, the content, and their students’ needs. These more complex literacy tasks often were developed through collaborative, structured conversations between each pre-service teacher and the university supervisor.  \nExperiences  \nIn this study, we investigated how three pre-service teachers integrated literacy in social studies classrooms during their first extended middle school practicum experience in which they designed and implemented their own instructional units. Field experiences are critical to pre-service teachers’ growing knowledge, skills, and dispositions for teaching. Howell and colleagues (2016), in a comprehensive review of specialized middle level teacher preparation programs, recommended that programs incorporate the following four elements in as great a number as possible: understanding of the young adolescent, coursework related to middle level philosophy and pedagogy, preparation in two or more content areas, and “early, frequent, and rigorous”field experiences (Howell, Faulkner, Cook, Miller, & Thompson, 2016, p. 2) . Additionally, the CAEP Standards (2013) emphasize clinical, or field, experiences so that pre-service teachers can demonstrate their growing effectiveness Research has long noted the importance of field experiences (Harp, 1974; Seiforth & Samuel, 1979), so many teacher education programs, including our own, integrate field experiences across multiple semesters instead of a single-semester student teaching experience. Ryan, Toohey and Hughes (1996) asserted:  \nThe major purpose of the practicum is to link theory with practice by providing regular structured and supervised opportunities for student teachers to apply and test knowledge, skills and attitudes, developed largely in campus-based studies, to the real world of the school and the school community (p. 356) .  \nIn addition to providing pre-service teachers more “real world of the school” experiences, early field practica at the middle level  \n(grades 4-8) provide additional opportunities for pre-service teachers to integrate curriculum, a core concept in This We Believe (NMSA, 2010), a guiding document for middle level education. Standards that guide middle grades curriculum (AMLE, 2012) also support curriculum integration. The Common Core State Standards (CCSS) advocate a renewed emphasis on the integration of literacy instruction in the disciplines of social studies, science and math (NGA & CCSSO, 2010) . Candidates in our middle grades teacher education program are required to integrate language arts and social studies during their first field experience. This requirement, along with the focus on literacy in history/ social studies in the Common Core standards, formed the foundation of the following research questions:  \n􀁸 What counts as literacy in a middle grades social studies class for pre-service teachers?  \n􀁸 What types of liter","cbCain5drHxhzgb5","https://ap.wps.com/l/cbCain5drHxhzgb5","pdf",337343,"English","# Background and Study Purpose\n## Field Experiences and Teacher Development\n## Relevant Literature: Disciplinary Literacy and Pedagogical Content Knowledge\n# Research Questions and Conceptual Framework\n## Literacy in Middle Grades Social Studies\n## Literacy Activity Types and Student Needs\n## Obstacles and Supports in Planning, Instruction, and Assessment\n# Early Field Experiences Model\n## Stages of Teacher Development","[{\"question\":\"What instructional context shaped the study of literacy integration?\",\"answer\":\"The study occurred in the first extended field practicum in middle level social studies, where pre-service teachers designed and implemented their own instructional units. The work was framed by Common Core State Standards and CAEP’s focus on clinical experiences.\"},{\"question\":\"What were the two key findings about how literacy was integrated?\",\"answer\":\"First, integration was often brief, teacher-directed, and sometimes optional for students. Second, more complex disciplinary literacy tasks emerged when teachers connected literacy strategies, content, and students’ needs.\"},{\"question\":\"How did university supervisors influence the development of more complex literacy tasks?\",\"answer\":\"The more complex literacy tasks were frequently developed through collaborative, structured conversations between each pre-service teacher and the university supervisor, supporting stronger alignment between literacy and classroom needs.\"}]","Facilitating Middle Level Pre-Service Teachers’ Literacy Integration in Early Field Experiences | PDF",1792089451,23]