Search results for: Literacy instruction
Page 3/4 31 items
This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program. High implementers exhibited higher levels of general, personal, and collective efficacy, whereas low implementers exhibited lower levels of efficacy for literacy teaching.
Updated: Jan. 21, 2009
We Taught Them about Literacy but What Did They Learn? The Impact of A Preservice Teacher Education Program on the Practices of Beginning Teachers
This article reports a study of literacy instruction in the authors own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program. However, there were gaps between what was taught and what the new teachers wanted to learn.The authors describe how they are revising their courses in light of these findings, modifying their approach to preservice instruction, and giving priority to certain key aspects of teaching.
Updated: Dec. 08, 2008
Research reveals that the integration of new literacies and technologies are important, but educators don't know how to begin thinking about this task. The current research was held in a teacher context of a teacher education course. Findings indicate that teacher educators must foster environments to share problem-solving and distributed learning, to support design and multimodal redesign of texts, and to explore literacy and technology as transactional processes.
Updated: Nov. 26, 2008
A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers (four boys and four girls) attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning.
Updated: Nov. 24, 2008
The article explores a multi-literacy approach for literacy teaching. The research examined 10 literacies professors, and 22 first year literacy teachers. It found that some of the difficulty was lack of clarity about the nature and purpose of multiliteracies pedagogy.
Updated: Nov. 24, 2008
The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers : Results of a Questionnaire Survey
The article examined a survey of 747 students, regarding literacy habits of teachers or prospective teacher. Findings suggest high literacy, the ability to read out, but no interest in personal reading.
Updated: Oct. 29, 2008
Language and culture must be retained as essential components upon which reading instruction is based. Our nation and our states truly want individuals who can use literacy to learn and to enhance their quality of life as well as the quality of life of those around them. This article looks at essential considerations that must be given to the role of language and culture in literacy instruction.
Updated: Oct. 05, 2008
Retrospective Discourse Discussions: How Teacher Talk Enables One Novice Literacy Teacher to Make Sense of Complex Teaching Problems
The authors describe a retrospective discourse discussions approach that was developed in a graduate literacy education course. This method represents a reconceptualization of supervising and coaching graduate students where meanings are constructed, problems are reframed, and beginning professionals can develop more nuanced understandings of their teaching and learning (Bogdan & Biklen, 1998; Cobb & Bauersfeld, 1995). The authors assert that clearly stating and understanding one's theories about teaching and learning can help educators converse about, scrutinize, and adapt their teaching in ways that hold powerful benefits for instruction and learning outcomes .
Updated: Oct. 02, 2008
The article explores how undergraduate preservice teachers participated in a literacy tutoring experience, compared to a preservice of self selected programs. Findings indicate that service–learning is positively influenced with student academic achievement. The elements influencing the positive service learning is the value placed on the service increased student motivation to learn course content.
Updated: Jun. 19, 2008
Pupils’ Attitudes Towards Foreign-language Learning and the Development of Literacy Skills in Bilingual Education
This study investigated effects on bilingual children on literacy skills and their attitude towards learning. Findings found that the bilingual classes, where 20% of the instruction was given in English, and students literacy skills were better than monolingual classes. When pupils started entering classes with good literacy skills, there were no significant differences between the two groups.
Updated: Jun. 19, 2008