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The purpose of this paper is to enlarge the body of knowledge on research through design (RtD) methods that can be employed by landscape architects and others working on (but not limited to) sustainable energy transition.

A specific approach to RtD – qualitative landscape structure analysis (QLSA) – is introduced and illustrated by means of diagrams and photographs. Two case studies showcase the application of QLSA for research on solar parks in the Netherlands and research on wind turbines in the Alpine foothills in Southern Germany.

The case studies show how RtD can help to define design principles for large solar parks and arrangement of wind turbines in particular landscape types in the Netherlands and Germany, respectively. In doing so, RtD can help to expand the breadth of spatial research beyond well-established methods such as multi-criteria decision analysis and environmental impact assessment.

The paper provides insights into contemporary RtD in two countries and affirms the importance of such research with regard to landscape transformations while starting to define a research niche for landscape architects and other environmental designers working on the topic of sustainable energy transition.

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.

The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.

The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.

The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.

This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.

This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.