Primary Teachers' Knowledge and Knowledge Calibration of Early Literacy Practices

Autor/inn/en	Al-Hazza, Tami Craft; Fleener, Charlene; Hager, Jane
Titel	Primary Teachers' Knowledge and Knowledge Calibration of Early Literacy Practices
Quelle	In: Reading Matrix: An International Online Journal, 8 (2008) 2, S.1-11 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Elementary School Teachers; Knowledge Level; Emergent Literacy; Phonics; Phonological Awareness; Syllables; Pretests Posttests; Teacher Surveys; Differences; Experienced Teachers; Beginning Teachers; Reading Instruction; Primary Education + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Frühleseunterricht; Silbe; Unterscheiden; Junior teacher; Junglehrer; Leseunterricht; Primarbereich
Abstract	This research design was based on the knowledge calibration work by Cunningham, Perry, Stanovich, and Stanovich (2004). One hundred and forty-one full time teachers participated in a four day professional development workshop on research-based reading instruction. Participants were administered a three-part survey comprised of 1) demographic information 2) knowledge calibration items measuring perceived understanding of phonics, phonological awareness, and syllabication and 3) phonics pretest published in Self-Paced Phonics: A Text for Educators (2005). There were statistically significant differences between participants who rated their knowledge as high and those who rated their knowledge as low on the phonological and phonics items. However, teachers in this study overestimated their knowledge of phonological awareness and phonics. There were no significant differences between those who rated their knowledge as high as compared to those who rated their knowledge as low on the subtest knowledge of syllabication. In addition, no significant differences were found between new teachers and experienced teachers in their knowledge in the three domains. The results and discussion address the importance of knowledge calibration to develop professional educational experiences for new and experienced teachers. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01