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Preparing Effective Literacy Educators Through Professional Development

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Preparing Effective Literacy Educators Through Professional Development

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dc.contributor.author Massey, Ingrid es_ES
dc.contributor.author Thompson, Tobi es_ES
dc.date.accessioned 2018-10-05T13:22:29Z
dc.date.available 2018-10-05T13:22:29Z
dc.date.issued 2018-07-02T13:22:29Z
dc.identifier.isbn 9788490486900 es_ES
dc.identifier.issn 2603-5871
dc.identifier.uri http://hdl.handle.net/10251/109695
dc.description.abstract [EN] Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation.  The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT.  Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge.  Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews.  Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content.  Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning. es_ES
dc.description.uri http://ocs.editorial.upv.es/index.php/HEAD/HEAD18 es_ES
dc.format.extent 8
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof 4th International Conference on Higher Education Advances (HEAD'18)
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Higher Education es_ES
dc.subject Learning es_ES
dc.subject Educational systems es_ES
dc.subject Teaching es_ES
dc.subject Teacher preparation
dc.subject Professional development
dc.subject Teacher training
dc.subject Elementary education
dc.subject Oklahoma Subject Area Test
dc.subject United States
dc.title Preparing Effective Literacy Educators Through Professional Development es_ES
dc.type Comunicación en congreso es_ES
dc.type Capítulo de libro es_ES
dc.identifier.doi 10.4995/HEAD18.2018.8246 es_ES
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Massey, I.; Thompson, T. (2018). Preparing Effective Literacy Educators Through Professional Development. Editorial Universitat Politècnica de València. 1541-1548. https://doi.org/10.4995/HEAD18.2018.8246 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename Fourth International Conference on Higher Education Advances es_ES
dc.relation.conferencedate Junio 20-22,2018 es_ES
dc.relation.conferenceplace Valencia, Spain es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/HEAD/HEAD18/paper/view/8246 es_ES
dc.description.upvformatpinicio 1541
dc.description.upvformatpfin 1548
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela OCS\8246 es_ES


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