Literacy Course Priorities and Signature Aspects of Nine Elementary Initial Licensure Programs

Autor/inn/en	Lenski, Susan; Ganske, Kathy; Chambers, Sandy; Wold, Linda; Dobler, Elizabeth; Grisham, Dana L.; Scales, Roya; Smetana, Linda; Wolsey, Thomas Devere; Yoder, Karen K.; Young, Janet
Titel	Literacy Course Priorities and Signature Aspects of Nine Elementary Initial Licensure Programs
Quelle	In: Literacy Research and Instruction, 52 (2013) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2012.738778
Schlagwörter	Literacy Education; Educational Practices; Teacher Education Programs; Program Effectiveness; Program Evaluation; Reading Teachers; Teacher Effectiveness; Elementary Education; Professional Personnel; Role; Program Development; Differences; Institutional Characteristics; Context Effect; Teaching Methods; Teacher Certification + Suchen Sie Ihr Suchwort? Bildungspraxis; Programme evaluation; Programmevaluation; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementarunterricht; Personalbestand; Rollen; Programmplanung; Unterscheiden; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this article is to describe the first part of a three-phase study to learn what makes an effective elementary literacy initial licensure program. The first step was to identify how nine programs prioritized research-based literacy practices and to identify each program's unique features, which we called "signature aspects." Findings suggest that all the programs emphasized teaching literacy theories, instructional practices, and uses of assessment. The programs also had unique features, such as the workshop approach and communities of practice. The conclusions of this study are that programs, despite a wide variety of program configurations, independently prioritized the International Reading Association standards in similar ways, and that the signature aspects of the nine programs were a result of the contexts of the institutions. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10