Examining Lyman’s Ideas: Pre-service Teachers' Perceptions on the Integration of Pedagogical Strategies that Transform Literacy Instruction

Authors

• Elizabeth Falzone, Daemen University
• Charles Gonzalez, Austin Peay State University
• Paul J. Vermette, Niagara University

DOI

https://www.doi.org/10.14305/jn.19440413.2026.18.2.03

Abstract

This project, grounded in Lyman's (2022) culmination of experiential and scholarly endeavors, seeks to prepare excellent educators in a post-COVID environment that is marked with heightened anxiety. With this in mind, we sought to investigate the efficacy and value of implementing specific strategies outlined in 100 Teaching Ideas that Transfer and Transform Learning (Lyman, 2022) within an introductory literacy course. Our goal was to explore how these strategies could empower pre-service teachers to construct their own perceptions of effective teaching of literacy in primary through secondary classrooms, thereby fostering self-driven, confident, and innovative educators capable of creating student-centered learning environments. Through this inquiry, we aimed to move pre-service teachers closer to designing their own literacy framework that strives for excellence despite evolving educational landscapes.

Recommended Citation

Falzone, E., Gonzalez, C., & Vermette, P. J. (2026). Examining Lyman’s Ideas: Pre-service Teachers' Perceptions on the Integration of Pedagogical Strategies that Transform Literacy Instruction. Excelsior: Leadership in Teaching and Learning, 18(2). https://www.doi.org/10.14305/jn.19440413.2026.18.2.03 CCBY.