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Articles 1 - 17 of 17
Full-Text Articles in Education
Professional Development Settings: More Than Time, Place, Activity, Catherine Rosemary, Naomi Feldman
Professional Development Settings: More Than Time, Place, Activity, Catherine Rosemary, Naomi Feldman
Catherine A. Rosemary
Like authors who create settings as integral components of engaging narratives, thoughtful literacy coaches and other educators who plan and implement professional development consider elements of settings to engage teachers in continuous learning. Many teacher educators, researchers, administrators, literacy coaches, and K-12 teachers understand that a great deal of continuous professional learning is required to teach effectively. Well-designed professional development settings are essential to promote and support teachers' development of new content knowledge and effective instructional practice. In these types of settings, teachers engage in intellectually deep conversations and close inspections of curriculum, teaching, and student learning issues. Such settings …
Differentiating Instruction In The Preschool Classroom: Bridging Emergent Literacy Instruction And Developmentally Appropriate Practice, Catherine Rosemary, Terri Purcell
Differentiating Instruction In The Preschool Classroom: Bridging Emergent Literacy Instruction And Developmentally Appropriate Practice, Catherine Rosemary, Terri Purcell
Catherine A. Rosemary
In response to the heightened press for literacy instruction in preschools, many early childhood teachers find themselves struggling with the question of how to infuse literacy into their daily routines and simultaneously recognize and appreciate the great variability in what children bring to the classroom. Put simply, how can preschool teachers differentiate instruction? The purpose of this chapter is to address this "how" question. Knowing how to differentiate instruction relies on a good understanding of what differentiation is and why it is important in early literacy teaching. Therefore, we begin the chapter with background on the underlying tension at the …
Making Instructional Decisions Based On Data: What, How, And Why, Catherine Rosemary, Kouider Mokhtari, Patricia Edwards
Making Instructional Decisions Based On Data: What, How, And Why, Catherine Rosemary, Kouider Mokhtari, Patricia Edwards
Catherine A. Rosemary
The article offers information on the Data Analysis Framework for Instructional Decision Making. It is a student assessment tool that consists of guiding questions to assist school literacy team members in analyzing data, discussing the patterns and relationships within those data, and constructing interpretations that they can then translate into goals and action steps to improve reading and writing achievement. The three major categories of data that are considered for improving reading and writing instruction are reading performance data, professional development data, and classroom data.
Professional Development In Reading First Ohio: Comparison Of Four Methods Of Professional Development Delivery, Catherine Rosemary, Kathleen Roskos, Russell Brown, Leann Krosnick, Lisa Lenhart, Tania Jarosewich, John Savery, James Salzman, Linda Collins
Professional Development In Reading First Ohio: Comparison Of Four Methods Of Professional Development Delivery, Catherine Rosemary, Kathleen Roskos, Russell Brown, Leann Krosnick, Lisa Lenhart, Tania Jarosewich, John Savery, James Salzman, Linda Collins
Catherine A. Rosemary
No abstract provided.
Designing Professional Development In Literacy : A Framework For Effective Instruction, Catherine Rosemary, Kathleen Roskos, Leslie Landreth
Designing Professional Development In Literacy : A Framework For Effective Instruction, Catherine Rosemary, Kathleen Roskos, Leslie Landreth
Catherine A. Rosemary
This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K-3 reading instruction. The book systematically describes how professional development works: how sessions are organized, what they contain, routines and procedures, and the roles of each participant. Teacher educators, literacy specialists, and coaches also get invaluable information on the nuts and bolts of accountability, management, resource allocation, and reporting to multiple audiences. Many specific illustrations and examples are included, as are sample forms and other planning materials that can be adapted to the needs of particular schools, districts, or …
Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch
Accountability By Design In Literacy Professional Development, Catherine Rosemary, Patricia Grogan, Kathryn Kinnucan-Welsch
Catherine A. Rosemary
This article identifies the principles of high-quality professional development based on research and explores how the principles were used to examine the Literacy Specialist Project (LSP) in Ohio. It discusses how each principle was related to literacy professional development using examples from the LSP, reports data from the project about teacher and student learning, and presents implications and additional questions related to accountability systems for professional development.
Alignment In Educator Preparation For Early And Beginning Literacy Instruction: A State-Level Case Example, Catherine Rosemary, Kathleen Roskos, Heidi Varner
Alignment In Educator Preparation For Early And Beginning Literacy Instruction: A State-Level Case Example, Catherine Rosemary, Kathleen Roskos, Heidi Varner
Catherine A. Rosemary
This chapter is a discussion of preparation--not of young children for school but of adults for their role as early educators of young children and, in particular, their responsibilities as early literacy teachers. At a fundamental level, early literacy teaching is a shared responsibility in a literate society and includes adults in many roles, such as reading to young children; helping them learn new words; teaching them the alphabet and how to spell simple words; and joining them in rhyming games, chants, and songs. The early educator has a higher level of responsibility of helping children develop school readiness skills, …
Teacher Learning Instrument: A Metacognitive Tool For Improving Literacy Teaching, Catherine Rosemary
Teacher Learning Instrument: A Metacognitive Tool For Improving Literacy Teaching, Catherine Rosemary
Catherine A. Rosemary
The focus of this chapter is on the Teacher Learning Instrument (TLI), a metacognitive tool to deepen understanding of literacy teaching and heighten awareness of the teacher's role in student learning. Four questions are addressed in this chapter: (1) What is the TLI? (2) How does the TLI engage teachers in metacognitive inquiry? (3) What are considerations in using the TLI? (4) What are directions for further research on inquiry tools for professional development? The first section describes the theoretical roots of the TLI and highlights findings from research on the use of the TLI in various educational settings. The …
Developing Literacy Concepts In Young Children: An Instructional Framework To Guide Early Literacy Teaching, Catherine Rosemary, Mary Abouzeid
Developing Literacy Concepts In Young Children: An Instructional Framework To Guide Early Literacy Teaching, Catherine Rosemary, Mary Abouzeid
Catherine A. Rosemary
With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers …
Literacy Conversations Between Adults And Children At Child Care: Descriptive Observations And Hypotheses, Catherine Rosemary, Kathleen Roskos
Literacy Conversations Between Adults And Children At Child Care: Descriptive Observations And Hypotheses, Catherine Rosemary, Kathleen Roskos
Catherine A. Rosemary
A study examined literacy conversations between adults and children in child care settings. Participants were the teacher and teaching assistant of children aged four and five years at each of three child care centers in Ohio. Results showed that the adults in the three centers talked about reading and writing to a moderate degree compared to the total amount of talk with children and that the incidence of the adults' literacy talk, apart from book talk, was spontaneous and intermittent and in some respects rare; that strikingly similar discourse features in the adults' talk were evident at the three centers …
Leadership Potential In Day Care Settings: Using Dual Analytical Methods To Explore Directors’ Work In Finland And The Usa, Catherine Rosemary, Anna-Maija Puroila
Leadership Potential In Day Care Settings: Using Dual Analytical Methods To Explore Directors’ Work In Finland And The Usa, Catherine Rosemary, Anna-Maija Puroila
Catherine A. Rosemary
This paper focuses on the daily work of child care center directors in Finland and the USA as it affords leadership potential. Researchers in both countries collected data through observations of directors’ work and shared the data. Each researcher applied their respective method of analysis to both sets of data. The Finnish researcher used frame analysis and the USA researcher used activity setting analysis. Drawing on their preliminary findings, the researchers discuss cross-cultural perspectives on leadership in early childhood and methodological issues in conducting crosscultural research.
Improving Literacy Teaching Through Structured Collaborative Inquiry In Classroom And University Clinical Settings, Catherine Rosemary, P. Freppon, Kathryn Kinnucan-Welsch
Improving Literacy Teaching Through Structured Collaborative Inquiry In Classroom And University Clinical Settings, Catherine Rosemary, P. Freppon, Kathryn Kinnucan-Welsch
Catherine A. Rosemary
No abstract provided.
America Reads Challenge, Catherine Rosemary, L. Lindemann
America Reads Challenge, Catherine Rosemary, L. Lindemann
Catherine A. Rosemary
No abstract provided.
At-Risk Readers And Community Volunteers: A 3-Year Perspective, Catherine Rosemary, Marcia Invernizzi, Connie Juel, Herbert Richards
At-Risk Readers And Community Volunteers: A 3-Year Perspective, Catherine Rosemary, Marcia Invernizzi, Connie Juel, Herbert Richards
Catherine A. Rosemary
The Charlottesville Volunteer Tutorial, known locally as Book Buddies, is a one-to-one community volunteer tutorial that is an integral part of the Charlottesville City Schools' plan to ensure that all first- and second-grade children learn to read. Analyses of the first 3 cohorts reveal the growing efficacy of the program. Participants with greater than 40 sessions significantly outperformed participants with fewer than 40 sessions on most pre- and posttest gain scores and on both outcome measures of text reading and word recognition. Effect size for word recognition in Cohort III was +1.29, considerably higher than effect sizes reported for other …
A Community Volunteer Tutorial That Works, Catherine Rosemary, Marcia Invernizzi, Connie Juel
A Community Volunteer Tutorial That Works, Catherine Rosemary, Marcia Invernizzi, Connie Juel
Catherine A. Rosemary
In Virginia, the Charlottesville Volunteer Tutorial is a one-on-one tutorial program that encourages the literacy development of young children and involves a wide range of community volunteers. The program, which resulted from a partnership between the Charlottesville City Schools, the McGuffey Reading Center of the University of Virginia, and the Charlottesville community, aims to improve the reading and writing skills of at-risk children and to set up and maintain community involvement in and responsibility for the education of all children. The triad composed of the child, the volunteer tutor, and the reading coordinator is central to the tutorial program. The …
Review Of "Amazing Grace: The Lives Of Children And The Conscience Of A Nation" By Jonathan Kozol, Catherine Rosemary, Deborah Verstegen
Review Of "Amazing Grace: The Lives Of Children And The Conscience Of A Nation" By Jonathan Kozol, Catherine Rosemary, Deborah Verstegen
Catherine A. Rosemary
No abstract provided.
Knowledge Preschool-Age Children Bring To Literacy Tasks: The Importance Of "Not Holding Back.", Catherine Rosemary, Mary Abouzeid
Knowledge Preschool-Age Children Bring To Literacy Tasks: The Importance Of "Not Holding Back.", Catherine Rosemary, Mary Abouzeid
Catherine A. Rosemary
A study focused on children's alphabet knowledge and name writing ability to investigate between-group differences. Subjects were 22 children (mean age 57 months) in a private preschool located in a suburban, predominantly upper-middle income area and 12 children (mean age 56 months) in a private, subsidized day care center situated in a metropolitan area within walking distance to low income neighborhoods. The performances of both groups of children were compared on two measures of alphabet knowledge: alphabet recitation and name writing. Results indicated that children in both groups varied similarly in their performance of alphabet recitations. Comparisons of the two …