Literaturnachweis - Detailanzeige
Autor/inn/en | Kotas, Jacqueline; Bridi, Julia; Garrity, Sarah M. |
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Titel | Enhancing Preschool-Kindergarten Educator Implementation of Interactive Reading Instruction through Vertical Teaming: Exploring Collaborative Enquiry |
Quelle | In: Journal of Early Childhood Literacy, 23 (2023) 2, S.262-287 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kotas, Jacqueline) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1468-7984 |
DOI | 10.1177/1468798420978521 |
Schlagwörter | Preschool Teachers; Kindergarten; Urban Schools; Teacher Attitudes; Attitude Change; Communities of Practice; Reading Teachers; Reading Instruction; Reflective Teaching; Literacy Education; Emergent Literacy; Metacognition; Learning Motivation; Program Implementation; Barriers; Media Selection; Role Playing Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Community; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseunterricht; Frühleseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation; Medienwahl; Rollenspiel |
Abstract | Using data from a 2-year empirical project in an urban school within the United States, this article describes how educators of preschool, transitional-kindergarten and kindergarten (PreK-TK-K) altered perceptions and practices as a result of participating in a purposefully crafted professional learning community using collaborative enquiry. Emergent thematic findings highlight shifts in educator understanding and application of interactive reading practice and alignment across classrooms of young learners. This vertical professional learning community provided space and time where educators constructed meaning through collaborative enquiry, video observations and reflection, which informed educator thinking and enriched student interaction for literacy learning. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |