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Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course

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Title: Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course
Language: English
Authors: Rosenthal, Julie L., Donnantuono, Marie, Lebron, Mary, Flynn, Christina
Source: School-University Partnerships. Spr 2017 10(1):57-65.
Availability: National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Peer Reviewed: Y
Page Count: 9
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Literacy Education, Professional Development Schools, College School Cooperation, Partnerships in Education, Preservice Teachers, Reading Difficulties, Reading Instruction, College Faculty, Program Effectiveness, Reading Tests, Scores, Teacher Attitudes, Teacher Collaboration, Elementary Schools, Elementary School Teachers, Teacher Education Programs, Elementary School Students, Emergent Literacy, Reading Fluency, Mixed Methods Research, Tutoring
Assessment and Survey Identifiers: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
ISSN: 1935-7125
Abstract: This paper reports the effects on children, teacher candidates, and classroom teachers of a PDS-based initial certification course in the teaching of literacy. In this course, teacher candidates work with individual struggling readers on a range of literacy tasks, and the classroom teacher and university faculty member serve as course co-instructors. Results indicate that participating children grew more in literacy skills than non-participating children matched on beginning-of-year test scores. Candidates developed in their understanding of how assessment informs instruction, and moved from focusing on low-level skills to balancing their literacy instruction. Teachers found that serving as co-instructors resulted in significant, positive changes in their own practice, which likely contributed to children's learning. This collaborative project addresses NAPDS Essentials 2 and 8 in that university and school faculty cooperatively teach the course, preparing future educators within the context of the school community. It also tangentially addresses Essential 3, as participating teachers reported experiencing professional development as a result of their work.
Abstractor: As Provided
Number of References: 18
Entry Date: 2017
Accession Number: EJ1147238
Database: ERIC
FullText Text:
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  Data: Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course
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  Data: <searchLink fieldCode="SO" term="%22School-University+Partnerships%22"><i>School-University Partnerships</i></searchLink>. Spr 2017 10(1):57-65.
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  Data: National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
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  Data: 9
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  Data: 2017
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  Data: 1935-7125
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  Data: This paper reports the effects on children, teacher candidates, and classroom teachers of a PDS-based initial certification course in the teaching of literacy. In this course, teacher candidates work with individual struggling readers on a range of literacy tasks, and the classroom teacher and university faculty member serve as course co-instructors. Results indicate that participating children grew more in literacy skills than non-participating children matched on beginning-of-year test scores. Candidates developed in their understanding of how assessment informs instruction, and moved from focusing on low-level skills to balancing their literacy instruction. Teachers found that serving as co-instructors resulted in significant, positive changes in their own practice, which likely contributed to children's learning. This collaborative project addresses NAPDS Essentials 2 and 8 in that university and school faculty cooperatively teach the course, preparing future educators within the context of the school community. It also tangentially addresses Essential 3, as participating teachers reported experiencing professional development as a result of their work.
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  Data: EJ1147238
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 57
    Subjects:
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Professional Development Schools
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Emergent Literacy
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      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
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    Titles:
      – TitleFull: Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course
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