"The Only Difference I See Is in Their Ability To Write": One Preservice Teacher's Thinking and Teaching Practices Offering Multiple Literacy Lessons to Students in Regular and Special Education.

Autor/inn/en	Richards, Janet C.; Morse, Timothy E.
Titel	"The Only Difference I See Is in Their Ability To Write": One Preservice Teacher's Thinking and Teaching Practices Offering Multiple Literacy Lessons to Students in Regular and Special Education.
Quelle	(2001), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Elementary Education; Field Experience Programs; Higher Education; Learning Disabilities; Literacy Education; Preservice Teacher Education; Reading Difficulties; Reading Skills; Self Esteem; Special Education; Writing Difficulties; Writing Skills + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Lehramtsstudiengang; Lehrerausbildung; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Self-esteem; Selbstaufmerksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Schreibstörung; Writing skill; Schreibfertigkeit
Abstract	This intrinsic case study looks closely at one pre-service teacher in an early field program as she addressed the complexities of supporting the literacy learning of a group of students in a class for learning disabled students and a group of students in a regular class setting. Data were collected through surveys, observation notes, dialogue journal entries, videotapes of lessons, and e-mail correspondence. The inquiry portrays the pre-service teacher as a reflective practitioner with high expectations for her students' success and a high level of control regarding her capabilities as a teacher. The research also illuminates the low self-esteem and inadequate reading and writing abilities of the students in the class for learning disabled students despite 2 years of systematic phonics instruction. Implications of the research relate directly to special education policies and practices and pre-service teacher programs. (Contains 61 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01