Literaturnachweis - Detailanzeige
| Autor/inn/en | Sellings, Peter; Felstead, Karen; Goriss-Hunter, Anitra |
|---|---|
| Titel | Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy |
| Quelle | In: Australian Journal of Teacher Education, 43 (2018) 4, S.1-16, Artikel 1 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Preservice Teachers; Models; Literacy; Numeracy; Foreign Countries; Preservice Teacher Education; Statistical Analysis; Test Results; Teaching Methods; Program Implementation; Pretests Posttests; Australia |
| Abstract | This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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