Literaturnachweis - Detailanzeige
Autor/inn/en | Richards, Janet C.; Morse, Timothy E. |
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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 |
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 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 |