Authentic Learning with At Risk Elementary School Children.

Autor/in	Sullivan, Emilie P.
Titel	Authentic Learning with At Risk Elementary School Children.
Quelle	(1996), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Childrens Literature; Classroom Techniques; Cooperating Teachers; Cross Age Teaching; Elementary Education; Elementary School Students; Field Experience Programs; High Risk Students; Higher Education; Literacy; Multicultural Education; Partnerships in Education; Preservice Teacher Education; Reading Skills; Remedial Instruction; Self Concept; Self Esteem; Special Needs Students; Teaching Models; Tutoring + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Klassenführung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Praxisnahes Lernen; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Alphabetisierung; Schreib- und Lesefähigkeit; Multikulturelle Erziehung; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Reading skill; Lesefertigkeit; Förderkurs; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Sonderpädagogischer Förderbedarf; Lehrmodell; Förderkonzept; Nachhilfeunterricht
Abstract	Children who are "at risk" are differentiated by their difficulty meeting standards for school success. This paper describes a model for a field-based component of an elementary education children's literature course involving in-school tutoring of at risk children. The program provided preservice teachers the opportunity to: (1) develop strategies and expand concepts introduced in the children's literature course through authentic teaching situations; (2) learn the problems encountered by children from diverse backgrounds; and (3) reflect on and critique their instructional practices. The study included a total of 88 college students enrolled in 3 children's literature classes during the 1994-95 academic year. The students worked with 149 elementary school students who had been selected for the tutoring program for various reasons, including lack of progress in reading/communication skills, non-supportive home environments, lack of confidence or self-esteem, shyness, and being a non-native English speaker. The goals for the college students were to develop in the child a liking for reading and to enhance the child's self-esteem or self-concept and literacy skills. The teacher education students were overwhelmingly positive about their experience. They were able to establish rapport with children who were from culturally diverse groups; they learned to view children with problems as individuals rather than problems; they became familiar with how schools function and the classroom teacher's difficulty in juggling multiple schedules; they used problem solving skills in selecting materials and teaching strategies; and they developed confidence in their choice of teaching as a profession. Classroom teachers were very positive about the tutoring program and the college students' work, and they identified a number of positive behavior changes in the children. Findings support research on the relationship between self-esteem and learning, the importance of identification and modeling, and the need for authentic learning through school partnerships. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC