Dr. Paula Adams, assistant professor of education, has published “Owning the Mission: Reconciling the Past, While Implementing the Science of Reading in an Education Preparation Program.” The research was published Oct. 1 in the Journal of Inquiry and Action in Education.
“My interest was sparked by several factors. Drawing on decades of experience as an educator, I approached this initiative with some skepticism, having witnessed previous educational policy reforms that did not always translate into meaningful changes in classroom practice,” said Dr. Adams. “At the same time, I was motivated by the possibility of preparing pre-service teachers to graduate with greater proficiency and confidence in evidence-based literacy instruction.”
In the article, Adams reflects on the first year of aligning Niagara University’s educator preparation program with the education policy reform known as the Science of Reading. The article explores changes on the curricular and institutional level, along with trends in educational policy fatigue, academic freedom, and inconsistencies between coursework and clinical practice.
Adams said, “What excites me most is the opportunity to have a meaningful voice in shaping curriculum, particularly as a relatively new member of the faculty. I value being able to bring my years of classroom experience to the conversation while contributing fresh perspectives to an established program. Equally exciting is the opportunity to bridge the gap between theory and practice, making the research and theoretical foundations of literacy instruction relevant, accessible, and applicable to undergraduate students as they prepare to become effective teachers.”
