Reshaping Literacy in a High Poverty Early Childhood Classroom: One Teacher's Action Research Project

Autor/inn/en	Rose, Lynnette; Vaughn, Margaret; Taylor, Linda
Titel	Reshaping Literacy in a High Poverty Early Childhood Classroom: One Teacher's Action Research Project
Quelle	In: Journal of Research in Education, 25 (2015) 1, S.72-84 (2015 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Preschool Children; Literacy Education; Emergent Literacy; Language Skills; Poverty; Early Childhood Education; Action Research; Statistical Analysis; Parent Participation; Parent Attitudes; Parent Surveys; Parent Teacher Conferences; School Libraries; Correlation; Reading Habits; Homework; Qualitative Research; Observation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Language skill; Sprachkompetenz; Armut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Projektforschung; Statistische Analyse; Elternmitwirkung; Elternverhalten; School library; Schulbibliothek; Korrelation; Reading habit; Lesegewohnheit; Hausaufgabe; Qualitative Forschung; Beobachtung
Abstract	This research explores an action research project conducted by the first author focused on supporting her preschool students' literacy and language development. Using observations, interviews, artifacts, and assessment, this research documents the first author's process of conducting an action research project over the course of one year to support literacy and language skills in her students. This work is anchored in Epstein's framework (2010) for effective preschool pedagogy. Quantitative analysis revealed an increase in students' language after participating in a literacy program focused on incorporating students' backgrounds, families, and interests into the program. Qualitative analysis of parent surveys and student reflections suggested a positive impact on students' literacy abilities. Implications for teacher educators, in-service educators, and administration are discussed. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01