Preparing Effective Teachers of Reading

Arthur E. Wise: Preface - Boyce C. Williams: NCATE/RFTEN Project Abstract: Preparing Highly Qualified Teachers to Leave No Child Behind - M. Christopher Brown II: Prelude - M. Christopher Brown II: Foreword - Acknowledgments - B. Denise Hawkins: Introduction - RFTEN: Transforming the Way Colleges Train Teachers to Teach Reading - Boyce C. Williams: The HBCU Technical Support Network: A Bridge to RFTEN - Brian R. Bryant: RFTEN and the Role of Collaboration: RFTEN and the Role of the Reading Consultant - Denise Littleton/Margaret Cole White: The Role of Quality Assurance Coaching Consultants - John Taylor: An Analysis of Intended and Unintended Outcomes of RFTEN - Lecretia A. Buckley: RFTEN: Implications for Addressing the Achievement Gap in Reading and in Mathematics - B. Denise Hawkins/Joyce C. Fine: Florida International University: RFTEN Collaboration Helps Prepare Reading Teachers for Changing Times - Emerson Elliott: RFTEN Executive Summary and Research Implications: Preparing Effective Teachers of Reading: Putting Research Findings to Work for Student Learning - RoSusan D. Bartee: Increasing the Social Capital of Underrepresented Populations - Diana W. Rigden: RFTEN Findings: Licensure Tests and Effective Reading Instruction - Linda Colburn: Project Implementation and the Role of Technology - Charles M. Hodge: Reflections: RFTEN in Retrospect - Pauletta Brown Bracy: Afterword - Appendices - List of Contributors - Reflections.

The Editor: Boyce C. Williams is Vice President at the National Counsel for Accreditation of Teacher Education (NCATE) and founding Project Director and Principal Investigator for the Reading First Teacher Education Network (RFTEN). She served as Project Director of the Historically Black Colleges and Universities Technical Support Network as well as Project Director for the NCATE/National Board for Professional Teaching Standards Partnership for Graduate Programs. Dr. Williams earned her Ph.D. in counseling psychology from Michigan State University. She served as editor of the book Reforming Teacher Education through Accreditation: Telling Our Story, and has authored numerous articles and monographs on issues related to quality teacher preparation and student learning, accountability, assessment and diversity.