Search results for: Literacy instruction
Page 1/3 25 items
Preservice Teachers' Use of the Technology Integration Planning Cycle to Integrate iPads Into Literacy Instruction
The goal of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC). A planning cycle for integrating technology into literacy instruction. Reading Teacher to integrate iPads into literacy instruction. The findings revealed that: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle
Updated: Jul. 03, 2017
An Examination of Teacher Education in Literacy Instruction and Candidate Perceptions of Their Learned Literacy Practices
The authors identified signature aspects of the programs that captured key elements unique to each institution and compared teacher candidate perceptions of learning with the expressed intentions of the faculty. Findings indicate some deficiencies across the institutions as well as many strengths and key attributes.
Updated: Feb. 28, 2016
The book Graphic texts - Literacy enhancing tools in early childhood presents the potential contribution of non-verbal graphic texts to the development of children's literacy skills in the broad sense. The book deals with five types of graphic texts: drawings, photographs, icons, maps and calendars. Each one of these is described in terms of its characteristic features and contexts of use, followed by a review of current findings concerning the development of children's comprehension and production of the text. Finally, a comprehensive account of the possible contributions of each text to children's cognitive and social development is provided, complemented by a multitude of practical examples of relevant educational activities, children's productions and research ideas.
Updated: Jun. 07, 2015
The current study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. This manuscript presents a new measure of teachers’ self-efficacy beliefs for literacy instruction (TSELI) that was tested with factor analysis and reliability analysis.
Updated: Feb. 22, 2012
In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.
Updated: Jul. 26, 2011
This article examines how two pre-service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy.
Updated: Jun. 13, 2011
How Asynchronous Discussion Boards Mediate Learning Literacy Methods Courses to Enrich Alternative-Licensed Teachers' Learning Experiences
The purpose of this study is to explore the alternative-licensed teachers' (ALTs) perceptions of how an asynchronous discussion board mediated learning literacy methods courses. Forty-four ALTs from Southern California were enrolled in the two courses and taught literacy teaching methods using the asynchronous discussion hoard as a tool of extending learning. The findings indicated that the technology has the potential to generate positive structure and support for learning. Furthermore, complement their responses with class discussions encouraged the participants to adopt multiple voices and and viewpoints that were different from theirs and made their own voices heard. Finally, the author discusses the implications of the findings.
Updated: Mar. 13, 2011
Investment vs. Return: Outcomes of Special Education Technology Research in Literacy for Students with Mild Disabilities
This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. In the area of reading, research has investigated such technologies as using multimedia to improve reading, using voice recognition to improve reading skills, and using text-to-speech synthesis to compensate for reading deficits. Written language research in special education technology has studied the use of word processors, text-to-speech synthesis, word prediction, and spelling and grammar checkers. In summary, integrating technology into instruction for students with mild disabilities seems to provide an academic gain for them.
Updated: Jun. 13, 2010
This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception.It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One—Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two—Practice with Peers).
Updated: Dec. 21, 2009
This study investigated the use of video cases to teach literacy instruction to special education pre-service teachers. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching.
Updated: Jun. 17, 2009