International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Emergent literacy
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15 items
11
The authors discuss the 19 individual studies included in chapter 4 of the report of the National Early Literacy Panel (NELP). The authors offer more nuanced conclusions than the report’s authors do. The authors also emphasize the need for more comprehensive approaches to shared story reading in preschool than those found in the studies available to the NELP for its meta-analysis.
Published: 2010
Updated: Jul. 05, 2011
12
The purpose of this paper is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical “storying” within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.
Published: 2010
Updated: Aug. 31, 2010
13
This self-study explores the author’s mediation as a literacy teacher educator in the context of a professional development undertaking that involved developing and leading an early school years literacy course. The author examines the tensions that arose in the light of her own professional history and explore ways that the tensions led her to reconcile conflicting messages through processes of reframing. This self-study advances knowledge about teacher education in terms of its role in mediating connections between research, policy and practice, identifying some of the tensions that occur in this mediation and illustrating how, as teacher educators, we can use these tensions to reframe our mediation.
Published: 2010
Updated: Jun. 20, 2010
14
Investigating teachers' beliefs may shed light on their activities in the classroom, and in turn, on the pedagogical process itself. A study involving Q-methodology was conducted in Singaporean preschools to investigate some teachers' perceptions of early literacy development and instruction. The study revealed four viewpoint groups among the 30 preschool teachers who participated in the study, and possible teacher characteristics that distinguish the viewpoints from each other.
Published: 2010
Updated: May. 09, 2010
15
The study empirically assessed one community's efforts to close the literacy's gap between its advantaged and disadvantaged children. Over a 3-year period, a grassroots venture consisting of business, university and public school personnel provided teachers in 22 California state preschool classrooms with a literacy-rich curriculum. They also provided the teachers with weekly support from a literacy coach and professional development on early literacy acquisition and instruction.
Published: 2009
Updated: Apr. 06, 2009