Teachers Need Multifaceted Support to Improve Literacy. Policy Update. Vol. 30, No. 2

Autor/in	Hao, Winona
Institution	National Association of State Boards of Education (NASBE)
Titel	Teachers Need Multifaceted Support to Improve Literacy. Policy Update. Vol. 30, No. 2
Quelle	(2023), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy; Students; Teachers; Educational Improvement; Educational Policy; Social Support Groups; State Boards of Education; Emergent Literacy; Teacher Education; Academic Standards; Faculty Development; Coaching (Performance); Reading; Reading Research; Reading Achievement; Planning; Alignment (Education); Colorado; Delaware; Mississippi; North Carolina; Florida + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Student; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Social support; Soziale Unterstützung; Frühleseunterricht; Lehrerausbildung; Lehrerbildung; Leseprozess; Lesen; Leseforschung; Leseleistung; Ablaufplanung; Planungsprozess
Abstract	Teachers need comprehensive support to improve students' literacy. This Policy Update shares how state boards of education can provide this holistic support to improve through: (1) better teacher preparation standards in early literacy; (2) professional development guidance; (3) high-quality literacy coaches and other support professionals; and (4) a one-stop-shop strategy that aids teachers in aligning curriculum, instruction, and their professional development with the science of reading. Boards can advocate for funding for early childhood educators to receive this support as well. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01