Developing Social Skills Training and Literacy Instruction Pedagogy through Service Learning: An Integrated Model of Teacher Preparation

Autor/inn/en	Lake, Vickie E.; Al Otaiba, Stephanie; Guidry, Lisa
Titel	Developing Social Skills Training and Literacy Instruction Pedagogy through Service Learning: An Integrated Model of Teacher Preparation
Quelle	In: Journal of Early Childhood Teacher Education, 31 (2010) 4, S.373-390 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Preservice Teachers; Teacher Education Programs; Learning Strategies; Service Learning; Program Effectiveness; Tutoring; Interpersonal Competence; Teaching Models; Educational Strategies; Childrens Literature; Reading Instruction; Emergent Literacy; Reading Difficulties; Focus Groups; Student Journals + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Service-Learning; Förderkonzept; Nachhilfeunterricht; Interpersonale Kompetenz; Lehrmodell; Lehrstrategie; 'Children''s literature'; Kinderliteratur; Leseunterricht; Frühleseunterricht; Reading difficulty; Leseschwierigkeit; Studentenzeitung
Abstract	This exploratory study examined the impact of tutoring programs on preservice teachers (PSTs) and tutees. The PSTs are assigned to either the Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) service-learning tutoring program and work with identified kindergarten or first-grade struggling readers. Three questions are addressed: 1) what impact does the social skills training have on the PSTs' ability to understand the connection between social skills and literacy development; 2) what social skills do PSTs model, label, or scaffold in their classrooms; and 3) what effect does service-learning tutoring have on tutees? Participants include 27 PSTs and 27 children. Findings reveal that the TAILS PSTs are more informative in their biweekly reflections, provide specific social skills details, and report twice as many classroom social behaviors as the BP PSTs. The tutees demonstrated progress in both social and literacy skills, or they continued to struggle socially and not improve in the area of literacy. These findings suggest that most PSTs' knowledge of the connection between social skills and literacy development increased due to their participation in the service-learning tutoring programs and highlight the need to include this connection in teacher education programs and P-12 classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10