Uniting Stakeholders to Increase Literacy for Emergent Readers
Location
Hamilton A
Proposal Track
Research Project
Session Format
Presentation
Abstract
The advancement of teacher preparation and programs that engage preservice teachers in early field experience supports the development of teachers and stakeholders for the good of children. This idea has been advocated in many circles from the start of teacher education programs. In recent years the accreditation process has transitioned from NCATE to CAEP. In the transition toward the new standards, a blueprint was produced that upholds the ideal that clinical practice and field experiences are vital to the preparation of pre-service teachers. However, when P-12 and higher education level educators collaborate with community stakeholders, such as a civic organization, like 100 Black Men, Inc., to pilot literacy based interventions for developing readers in a school setting, the capacity building opportunity to advance theory toward improved practice can result in continuous improvement. This action research study provides a narrative summary and the preliminary findings from the first year of a collaborative effort to advance literacy development with selected third graders.
Keywords
1. Stakeholders, University, and Literacy Development, 2. Literacy Tutoring, 3. Early Field Experience Engagement, 4. Preservice Teacher Preparation and Service Learning 5. Experiential Learning and Literacy
Recommended Citation
Wooten, Cynthia B. and Moffett, Noran L. Ph.D., "Uniting Stakeholders to Increase Literacy for Emergent Readers" (2017). Georgia Educational Research Association Conference. 15.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/15
Uniting Stakeholders to Increase Literacy for Emergent Readers
Hamilton A
The advancement of teacher preparation and programs that engage preservice teachers in early field experience supports the development of teachers and stakeholders for the good of children. This idea has been advocated in many circles from the start of teacher education programs. In recent years the accreditation process has transitioned from NCATE to CAEP. In the transition toward the new standards, a blueprint was produced that upholds the ideal that clinical practice and field experiences are vital to the preparation of pre-service teachers. However, when P-12 and higher education level educators collaborate with community stakeholders, such as a civic organization, like 100 Black Men, Inc., to pilot literacy based interventions for developing readers in a school setting, the capacity building opportunity to advance theory toward improved practice can result in continuous improvement. This action research study provides a narrative summary and the preliminary findings from the first year of a collaborative effort to advance literacy development with selected third graders.
