The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs. Research Brief

Autor/inn/en	Scott-Little, Catherine; La Paro, Karen M.; Thomason, Amy C.; Pianta, Robert C.; Hamre, Bridget; Downer, Jason; Burchinal, Margaret; Howes, Carollee
Institution	National Center for Research on Early Childhood Education (NCRECE)
Titel	The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs. Research Brief
Quelle	(2011), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Literacy; Teaching Methods; Colleges; Teacher Education Programs; Early Childhood Education; Professional Development; Teacher Education Curriculum; Teaching Skills; Curriculum Implementation; Educational Practices; Language Skills; Instructional Effectiveness; Higher Education + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; College; Hochschule; Fachhochschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bildungspraxis; Language skill; Sprachkompetenz; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This study offers a glimpse into the feasibility and potential benefits of offering a common course across multiple institutions of higher education. The research-based course was designed to enhance students' knowledge and beliefs regarding intentional teaching practices in language and literacy instruction. Researchers found evidence that a standardized college course may successfully impact the knowledge and beliefs of students preparing to be early childhood educators. [This research brief is based on: Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B. K., Downer, J. T., Burchinal, M., & Howes, C. (2011). Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education. "Journal of Early Childhood Teacher Education." (EJ935651)] (As Provided).
Anmerkungen	National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail: castl@virginia.edu; Web site: http://curry.virginia.edu/research/centers/castl/project/ncrece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10