scholarly journals Explore for More: Enhancing Students’ Literacy through a School-Family-University Partnership

2018 ◽  
Vol 6 (3) ◽  
pp. 9
Author(s):  
Megan Parker Peters ◽  
Jeanne Gilliam Fain ◽  
Sarah Duncan
Keyword(s):  
Elementary Students ◽  
Culturally Diverse ◽  
Reading Skills ◽  
Literacy Skills ◽  
Literacy Program ◽  
Community Groups ◽  
Preparation Programs ◽  
Educator Preparation ◽  
University Partnership ◽  
Future Plans

Many educator preparation programs desire to partner with P-12 and community groups. The authors showcase the development of a P-12 School-University-Family partnership. Partnership goals included literacy growth and interest among linguistically and culturally diverse P-12 learners while also providing a sustainable training ground for current and future educators. Instead of decreasing students’ literacy skills over the summer months, elementary students (n=40) experienced growth in both reading skills and enjoyment (p < 0.05) after participating in the discussed summer literacy program. Beyond student benefits, it should be remembered that both educator preparation programs (EPPs) and P-12 schools have much to offer each other and benefit reciprocally when they work together; methods for forming and sustaining a productive partnership are discussed. Recommendations for sustainability and future plans are discussed.

Teaching and Practice

1993 ◽  
Vol 63 (2) ◽  
pp. 207-233 ◽  
Author(s):  
Kathy Boudin
Keyword(s):  
Urban Communities ◽  
Critical Literacy ◽  
Reading Skills ◽  
Social Issues ◽  
Correctional Facility ◽  
Literacy Skills ◽  
Prison Education ◽  
Literacy Program ◽  
Women's Lives ◽  
The Subject

In this article, Kathy Boudin recounts her story as an inmate and literacy educator at Bedford Hills Correctional Facility for women. While the standard literacy education curriculum for the facility emphasized instrumental, workbook-based reading skills, Boudin sought to make the literacy program more relevant to the women's lives and experiences. By working with the women in the literacy program, Boudin incorporated critical literacy teaching practices into the skills-based curriculum, using the subject of AIDS in prison as a means of linking the women's experiences with their acquisition of literacy skills. Although the article focuses on prison education, the women in Bedford Hills are like other women in urban communities for whom literacy is only one of many problems. Thus, the pedagogical and social issues raised here have many implications that extend beyond the prison bars.

Critical Reading, Critical Literacy, and Critical Classrooms

2022 ◽  
pp. 1-23
Author(s):  
Melissa Summer Wells ◽  
Jennifer D. Morrison ◽  
Julia M. López-Robertson
Keyword(s):  
Preservice Teachers ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Critical Reading ◽  
Read Alouds ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Multicultural Children's Literature ◽  
Unique Power

Critical reading and critical literacy are skills that preservice teachers need to cultivate not only in their future students, but also in their own literacy practices. Picturebooks have the unique power to facilitate critical reading and critical literacy with preservice teachers. This chapter analyzes critical reading, critical literacy, and the power of picturebooks and then presents three approaches for using picturebooks to develop critical reading and critical literacy skills with preservice teachers: (1) field-based coursework with multicultural children's literature, (2) analyzing voices and perspectives in read-alouds, and (3) analyzing wordless picturebooks. Through intentional use of picturebooks in educator preparation programs, preservice teachers can gain the expertise necessary to use picturebooks to craft their own critical classrooms.

STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY

2018 ◽  
Vol 28 (3) ◽  
pp. 887-894
Author(s):  
Iva Andonova Stamenova
Keyword(s):  
Extracurricular Activities ◽  
Reading Skills ◽  
Literacy Skills ◽  
Point Of View ◽  
Learning Activity ◽  
Ministry Of Education ◽  
External Assessment ◽  
School Time ◽  
International Systems ◽  
Learning Projects

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.

scholarly journals A SHORT STORY READING SECTION AS AN ALTERNATIVE WAY TO IMPROVE STUDENT’S LITERACY IN SD N 6 PANJER KEBUMEN

2019 ◽  
Vol 1 (2) ◽  
pp. 117
Author(s):  
Dwi Novitasari ◽  
Eka Fajriatul Janah ◽  
Muhamad Chamdani
Keyword(s):  
Short Stories ◽  
Short Story ◽  
Reading Skills ◽  
Lesson Plan ◽  
Literacy Skills ◽  
Story Reading ◽  
Fictional Narrative ◽  
Sentence Patterns ◽  
Narrative Prose ◽  
The Impact

<em>The goverment made changes to the Indonesian education curriculum of the education unit level curriculum into the curriculum of 2013. Changes in the curriculum in 2013 lies in the preparation of the RPP (Lesson Plan) and the ability of literacy. The emphasis on the preparation of the RPP has been resolved with the holding of training, but to literacy still unwell. One way to improve the literacy skills is through the reading of short stories. The reading of the short story aims to help improve reading skills and knowledge of sentence patterns, so it can be an idea to create an article. The focus on this study include: (1) The concept of reading a short story; (2) The impact of short story readings. These studies include: (1) The reading of short stories is an activity habituation to read a fictional narrative prose text .; (2) The impact resulting from the reading of short stories such as enhancing the knowledge, encourage the growth likes to read, and to foster the ability to write.</em>

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

Social Emotional Learning: A Framework for Practice and Pedagogy

2021 ◽  
Vol 23 (4) ◽  
pp. 91-101
Author(s):  
Kimberly Davis ◽  
David D. Christian ◽  
Richard Hammett ◽  
Gary Low ◽  
Tanya Seagraves-Robinson
Keyword(s):  
Professional Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Preparation Programs ◽  
Educator Preparation

This second article of a three-part series describes a methodology framework for educator preparation programs and professional development promoting embedded SEL/TEI in practice and pedagogy.

Engaging Faculty in Examining the Validity of Locally Developed Performance-Based Assessments

2019 ◽  
pp. 81-119
Author(s):  
Kathy J. Bohan ◽  
Cynthia A. Conn ◽  
Suzanne L. Pieper
Keyword(s):  
Measurement Theory ◽  
Assessment Instruments ◽  
Validity And Reliability ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Inquiry Process ◽  
Self Study ◽  
Performance Based Assessment ◽  
Practice Approach ◽  
Intended Interpretation

Locally developed performance-based assessment instruments must provide evidence of validity and reliability supporting their intended interpretation and use. Accrediting bodies, such as the Council for the Accreditation of Educator Preparation (CAEP), require Educator Preparation Programs (EPPs) to provide this evidence in their accreditation self-study. However, faculty may not have the expertise to conduct an effective examination of their assessments. This chapter describes a process for gathering evidence to build a validity argument for locally developed performance-based assessments. Grounded in measurement theory, the Validity Inquiry Process (VIP) guides faculty through a reflective practice approach towards making defensible claims about the use of results from locally developed performance-based assessments. Using this process, faculty can have greater confidence in using their performance-based assessments to provide feedback to their students, as well as offer assurances of program quality or to identify areas for improvement.

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