Comprehensive Literacy Instruction within Classroom Contexts: Teachers' Perceptions of Best Practices for Literacy

Autor/inn/en	Manak, Jennifer A.; Bollinger, Chelsey Bahlmann; Shimek, Courtney; Barrett-Tatum, Jennifer; Wellman, Debra
Titel	Comprehensive Literacy Instruction within Classroom Contexts: Teachers' Perceptions of Best Practices for Literacy
Quelle	In: Current Issues in Education, 23 (2022) 2, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manak, Jennifer A.) ORCID (Bollinger, Chelsey Bahlmann) ORCID (Shimek, Courtney) ORCID (Barrett-Tatum, Jennifer) ORCID (Wellman, Debra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literacy Education; Best Practices; Student Evaluation; Learning Processes; Teacher Attitudes; Teaching Methods; Preschool Teachers; Elementary School Teachers; Rural Schools; Urban Schools; Suburban Schools; Reading Instruction; Culturally Relevant Education; Classroom Techniques; Grouping (Instructional Purposes); Student Needs; Individualized Instruction; Disadvantaged Schools + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Learning process; Lernprozess; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Leseunterricht; Klassenführung; Grouping; Gruppenbildung; Individualisierender Unterricht
Abstract	This study illuminates the voices of literacy teachers. Findings from this study were based on a questionnaire about what teachers perceive as best practices in literacy instruction. We received 44 fully completed questionnaires. The 44 teacher respondents ranged from Pre-K through 6th grade with experience ranging from 1 to 20+ years of teaching. Teachers came from rural, suburban, and urban schools, with 40% of these teachers in Title I schools. More than 130 best practices in literacy instruction were identified by our teacher participants. Teachers' responses illustrated many of the components of comprehensive literacy instruction that covered a broad array of practices from the initiation of instruction through the assessment of student learning. Literacy teachers' responses were organized into three themes: Preparing for Instruction, Literacy Instruction, and Student Assessment and Differentiation. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01