Education Commons^™

Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This taught …

The Clinical And Classroom Utility Of The Inventory Of Reading Occupations: An Assessment Tool Of Children’S Reading Participation, Lenin Grajo, Catherine Candler, Patricia Bowyer, Sally Schultz, Jenny Thomson

The Open Journal of Occupational Therapy

Background: The aim of this study was to determine the initial clinical and classroom utility of the Inventory of Reading Occupations (IRO), a new tool to assess children’s reading participation.

Method: The study used phenomenological qualitative and descriptive methods. The participants included 38 occupational therapists, speech-language pathologists, classroom teachers, and parents who completed or reviewed responses of children on the IRO. To provide triangulation, 20 of the children who completed the IRO were interviewed. Data were thematically analyzed and then categorized using a central Strengths-Weaknesses-Opportunities-Threats premise.

Results: The majority of the participants indicated favorable response to the …

A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini

Empowering Research for Educators

Even though many novice teachers are prepared academically to deal with subject matter, many of them enter the teaching field unprepared for many of the other aspects of teaching such as dealing with grading programs, insurance claims, inventory and various other matters that differ from school-to-school. Often these new teachers feel isolated and unsupported and possibly do not realize what they do not know or the proper questions to ask. This results in nearly 29% of them leaving the field within their first three years and around 39% leaving within their first five years. This project proposes creating a teacher …