The Impact of Bridging Whole-Student Understanding between Elementary Students and Pre-Service Teachers

Autor/inn/en	Ingraham, Nissa; Nuttall, Susanne
Titel	The Impact of Bridging Whole-Student Understanding between Elementary Students and Pre-Service Teachers
Quelle	In: European Journal of Educational Sciences, 4 (2017) 3, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Elementary School Students; Preservice Teachers; Reading Difficulties; Urban Schools; Student Diversity; Low Achievement; Program Effectiveness; Rural Schools; After School Programs; Teacher Education; Curriculum Development; Performance Based Assessment; Socioeconomic Status; Potential Dropouts; Literacy; Children; Florida + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterdurchschnittliche Leistung; Rural area; Rural areas; Ländlicher Raum; Schulen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Leistungsermittlung; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder
Abstract	This qualitative study reviewed the preparedness of pre-service teachers to meet the needs of struggling readers in an urban Florida school. The research was guided by the overarching question: What is the impact of targeted diversity training on rural university pre-service teachers when creating performance-based tasks (PBTs) for urban-core elementary low-performing students? The research reviewed the impacts of specific diversity training of pre-service teachers on quality construction of a PBT intended to meet the needs of diverse, urban-core, and academically struggling elementary students. Data triangulation was employed by reviewing researcher field notes during the targeted-diversity training sessions, a student pre- and post-treatment survey, and archived communication with the program's philanthropic liaison. Data were analyzed using open coding to allow themes to emerge. Key findings indicated common impacts through the lenses of logistics, collaboration, and reality. Implications speak to pre-service teachers, educational partnering, and future teacher employment. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01