Classroom Modeling of Supplemental Literacy Instruction: Influencing the Beliefs and Practices of Classroom Teachers

Autor/inn/en	Korth, Byran B.; Sharp, Ann C.; Culatta, Barbara
Titel	Classroom Modeling of Supplemental Literacy Instruction: Influencing the Beliefs and Practices of Classroom Teachers
Quelle	In: Communication Disorders Quarterly, 31 (2010) 2, S.113-127 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740109333239
Schlagwörter	Intervention; Interviews; Emergent Literacy; Professional Development; Educational Practices; Beliefs; Supplementary Education; Teacher Attitudes; Preschool Teachers; Preschool Evaluation; Modeling (Psychology); Followup Studies + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Frühleseunterricht; Bildungspraxis; Belief; Glaube; Ergänzungsunterricht; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Modeling; Modelling; Modellierung; Follow-up studies; Kontaktstudium
Abstract	This study investigated the influence of direct modeling of a supplemental classroom program on the early literacy beliefs and practices of Head Start teachers. Developed by speech language pathologists (SLPs), Systematic and Engaging Early Literacy Instruction (SEEL) was not undertaken with an explicit professional development goal. However, the potential significance regarding professional development became apparent as teachers collaborated with literacy specialists (SLPs) who conducted supplemental literacy activities in the classrooms. Data were collected by interviewing teachers at the end of each year of participation and again two years later. Transcripts were reviewed for relevant themes. Results demonstrate that teachers' early literacy understanding and practices were influenced by exposure to SEEL as teachers expressed an understanding of key strategies used by the program and made observations of student performance. Implications are discussed regarding the use of supplemental classroom intervention programs as methods of professional development for classroom teachers. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10