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Full-Text Articles in Education
An Investigation Of Prekindergarten Teachers’ Read Aloud Choices, Rebecca M. Giles, Karen Morrison
An Investigation Of Prekindergarten Teachers’ Read Aloud Choices, Rebecca M. Giles, Karen Morrison
Literacy Practice and Research
The value of children’s literature as a tool for promoting literacy, improving content knowledge, and increasing print motivation is evident. Empirical evidence relating to the types of books early childhood teachers read aloud and the reasons for their choices, however, does not exist. The purpose of this descriptive study was to provide current, in-depth documentation of the read-aloud book choices of prekindergarten teachers (n=151) in a nationally recognized, state-wide program regarding the variables of genre, publication date, and diversity along with the teachers’ rationale for selecting the books. Responses to two open-ended questions inspired by Yopp and Yopp (2006) were …
Benefits Of Supplemental Field Experiences: Reviewing Five Years Of Program Data, Megan Adams, Sanjuana C. Rodriguez
Benefits Of Supplemental Field Experiences: Reviewing Five Years Of Program Data, Megan Adams, Sanjuana C. Rodriguez
Literacy Practice and Research
This study includes five years of data from a summer literacy program. The program provides a supplemental field experience for teacher candidates in a College of Education. In that experience, candidates work with children from economically marginalized populations who are performing below grade level in reading. Findings indicate supplemental field experiences are critical in developing efficacy in the candidates and supporting their development as they become professionals with varied literacy teaching strategies. Finally, the findings indicate teacher candidates need supplemental field experiences to understand the demands of the profession and to build teaching stamina.