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Download full textPavlak, Christina M.; Cavender, Monica – Networks: An Online Journal for Teacher Research, 2019
This practitioner research study explores what happens when students in a Master of Arts in Teaching (MAT) program are engaged in a clinical experience at an urban pre-K-8th-grade school with a majority English Learner (EL) population. Specifically examined is preservice teachers' confidence in implementing strategies to meet the needs of ELs in…
Descriptors: Preservice Teachers, Self Efficacy, Reading Instruction, English Language Learners
Salinger, Terry; Mueller, Lorin; Song, Mengli; Jin, Ying; Zmach, Courtney; Toplitz, Michele; Partridge, Mark; Bickford, Adam – National Center for Education Evaluation and Regional Assistance, 2010
A component of the "No Child Left Behind" Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Program Effectiveness, Student Characteristics
Direct linkRoehrig, Alysia D.; Guidry, Lisa O.; Bodur, Yasar; Guan, Qun; Guo, Ying; Pop, Margareta – Literacy Research and Instruction, 2008
Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student…
Descriptors: Concept Mapping, Preservice Teachers, Beginning Reading, Emergent Literacy
