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Pub Date: |
2009-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Effectiveness; Language Arts; Disabilities; Special Education Teachers; Reading Instruction; Teaching Methods; Teacher Attitudes; Elementary School Teachers; Grade 1; Knowledge Base for Teaching; Beliefs; General Education; Special Needs Students; Correlation; Teaching Experience; Time Factors (Learning); Time Management; Urban Schools; Phonics; Childrens Literature
Abstract:
As teacher quality becomes a central issue in discussions of children's literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers' implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. They found that teachers' implicit beliefs were not significantly associated with their status as a regular or special education teacher, the number of years they had been teaching, or their disciplinary knowledge. However, it was observed that subgroups of teachers who highly valued particular approaches to reading instruction allocated their time to instructional activities associated with other approaches in vastly different ways. It is notable that the practices of teachers who privileged reading literature over other activities were not in keeping with current research and policy recommendations. Implications and considerations for further research are discussed. (Contains 1 figure and 2 tables.)
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Pub Date: |
2009-04-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Writing (Composition); Teacher Characteristics; Knowledge Base for Teaching; Preschool Teachers; Emergent Literacy; Literature; Early Childhood Education; Professional Development
Abstract:
A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children's early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.
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Author(s): |
Cunningham, Anne E. |
Source: |
Journal of Experimental Child Psychology, v95 n1 p56-77 Sep 2006 |
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Pub Date: |
2006-09-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Grade 1; Cognitive Ability; Spelling; Independent Study; Predictor Variables; Decoding (Reading); Word Recognition; Reading Skills; Context Effect; Regression (Statistics); Individual Differences; Hypothesis Testing; Verbal Learning; Language Acquisition; Independent Reading; Reading Research
Abstract:
Share's "self-teaching" model proposes that readers acquire most knowledge about the orthographic structure of words incidentally while reading independently. In the current study, the self-teaching hypothesis was tested by simulating everyday reading through the use of real words, analyzing the effects of context, and considering the independent contributions of general cognitive ability, including rapid naming ability and prior orthographic knowledge. A total of 35 first graders read short story passages in English embedded with target words representative of words likely to be known orally but not orthographically. Words were manipulated for target word spelling and contextual support. According to the self-teaching model, words correctly decoded during reading should be correlated with subsequent orthographic learning. The results of this study confirmed this prediction. Self-teaching was evidenced through significantly higher proportions of correctly identified target words across context conditions. Regression analyses showed that individual differences were related to prior orthographic knowledge and predicted students' degree and quality of orthographic learning after controlling for general decoding ability.
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Pub Date: |
2004-06-00 |
Pub Type(s): |
Journal Articles; Numerical/Quantitative Data; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Reading Instruction; Primary Education; Phonemes; Phonics; Childrens Literature; Elementary School Teachers; Knowledge Base for Teaching; Knowledge Level; Pedagogical Content Knowledge
Abstract:
Recently, investigators have begun to pay increasing attention to the role of teachers' domain-specific knowledge in the area of reading, and its implications for both classroom practice and student learning. The aims of the present study were to assess kindergarten to third grade teachers' actual and perceived reading related subject matter knowledge, and to investigate the extent to which teachers calibrate their reading related subject matter knowledge by examining relationships between actual and perceived knowledge. Results indicated that while teachers demonstrated limited knowledge of children?s literature, phoneme awareness, and phonics, the majority of these same teachers evaluated their knowledge levels quite positively. Teachers demonstrated some ability to calibrate their own knowledge levels in the area of children's literature, yet they were poorly calibrated in the domains of phoneme awareness and phonics. These findings suggest that teachers tend to overestimate their reading related subject matter knowledge, and are often unaware of what they know and do not know. Implications for the design of teacher education at both the preservice and inservice levels are discussed.
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