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Full-Text Articles in Education
Exploring Kindergarten Teachers’ Classroom Practices And Beliefs In Writing, Ying Guo, Cynthia Puranik, Megan Schneider Dinnesen, Anna H. Hall
Exploring Kindergarten Teachers’ Classroom Practices And Beliefs In Writing, Ying Guo, Cynthia Puranik, Megan Schneider Dinnesen, Anna H. Hall
Publications
The purpose of this descriptive study was to examine how kindergarten teachers teach writing and their beliefs about writing instruction using survey methodology. Participants in this study included 78 kindergarten teachers in the United States. Results revealed that most kindergarten teachers used a balanced approach to writing instruction, combining instructional procedures from two common methods for teaching writing: skills instruction and process writing. The majority of kindergarten teachers devoted considerable time to writing instruction (36 min a day) and student writing (24 min a day) and used most of the instructional practices included in the survey to teach writing. These …
Scaling Professional Development: Integrity Of Implementation As A Measurement Approach, Brooke A. Whitworth, Lori Rubino-Hare, Nena E. Bloom
Scaling Professional Development: Integrity Of Implementation As A Measurement Approach, Brooke A. Whitworth, Lori Rubino-Hare, Nena E. Bloom
Publications
Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they in turn, teach teachers. To understand the effectiveness of this model, identifying how facilitators implement the model with teachers is critical. As such, the Power of Data (POD) team scaled-up effective PLD by providing Facilitation Academies to teach others to facilitate POD Teacher Workshops (TWs). The expectation was that changes based on …