Early Literacy in Vermont: Findings from the Vermont Educator Preparation Program Course Syllabi Review--Early Childhood, Early Childhood Special Education, and Elementary Education

Institution	Region 1 Comprehensive Center; Vermont Agency of Education; American Institutes for Research (AIR)
Titel	Early Literacy in Vermont: Findings from the Vermont Educator Preparation Program Course Syllabi Review--Early Childhood, Early Childhood Special Education, and Elementary Education
Quelle	(2022), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Emergent Literacy; Teacher Education Programs; Course Descriptions; Content Analysis; Early Childhood Education; Special Education; Elementary Education; Curriculum Evaluation; Evidence Based Practice; Reading Instruction; Writing Instruction; Vermont + Suchen Sie Ihr Suchwort? Frühleseunterricht; Kursstrukturplan; Inhaltsanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementarunterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Leseunterricht; Schreibunterricht
Abstract	A primary focus for the Vermont Agency of Education (AOE) has been on increasing student literacy. This focus, coupled with the passage of Act 28 in 2021, which provides funding and technical assistance to improve literacy outcomes, prompted the AOE to request support related to literacy from the Region 1 Comprehensive Center (R1CC). Specifically, the AOE wanted to better understand the degree to which Vermont certified teachers, who attended Vermont educator preparation programs (EPPs) were prepared to use evidence-based literacy instructional practices. This project reviewed 20 course syllabi from a sample of six Vermont EPPs. These EPPs support 60% of educators recommended for certification in early childhood, early childhood special education, and elementary pathways. The syllabi were reviewed using two Innovation Configuration (ICs) maps from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. The review found that many of the EPPs offered reading and writing courses whose syllabi contained evidence of the 10 essential components identified by the IC maps. The results from the syllabi review and discussions with the EPPs following the review provide early insights into the degree to which Vermont EPPs are teaching preservice educators to use evidence-based practice in literacy instruction in their future classrooms. (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01