Knowledge of Early Reading: State Teacher Preparation Policy Requirements for Elementary, Special Education, and Early Childhood Teachers. Updated

Autor/inn/en	Putman, H.; Walsh, K.
Institution	National Council on Teacher Quality
Titel	Knowledge of Early Reading: State Teacher Preparation Policy Requirements for Elementary, Special Education, and Early Childhood Teachers. Updated
Quelle	(2021), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Early Childhood Teachers; Special Education Teachers; State Policy; Teacher Education Programs; Educational Policy; Teacher Certification; Preservice Teachers; Alternative Teacher Certification; Teacher Competencies; Reading Instruction; Knowledge Level; Teaching Skills; Reading Tests; Licensing Examinations (Professions); State Standards; Evidence Based Practice; Early Reading; Emergent Literacy + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Lehrkunst; Leseunterricht; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lesetest; Frühlesen; Frühleseunterricht
Abstract	Most states continue to lack a comprehensive set of policies to improve teacher knowledge of evidence-based early reading methods. This excerpt from NCTQ's "State of the States 2021: Teacher Preparation Policy" examines state policy trends that govern requirements for early reading instruction knowledge in teacher preparation and licensure. [This document was excerpted from NCTQ's "State of the States 2021: Teacher Preparation Policy" (ED611532).] (As Provided).
Anmerkungen	National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01