Quality Standards Matter: A Comparative Case Study Examining Interactive Writing in the Preschool Setting

Autor/in	Hall, Anna H.
Titel	Quality Standards Matter: A Comparative Case Study Examining Interactive Writing in the Preschool Setting
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.383-397 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1159202
Schlagwörter	Educational Quality; Standards; Comparative Analysis; Case Studies; Preschool Teachers; Teacher Education; Writing Instruction; Emergent Literacy; Preschool Children; Collaborative Writing; Qualitative Research; Statistical Analysis; Observation; Interviews; Check Lists; Content Analysis + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Standard; Case study; Fallstudie; Case Study; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerausbildung; Lehrerbildung; Schreibunterricht; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Qualitative Forschung; Statistische Analyse; Beobachtung; Interviewing; Interviewtechnik; Checkliste; Inhaltsanalyse
Abstract	Interactive writing is a research-based early literacy strategy that has been found effective at increasing young children's oral language skills, alphabet knowledge, phonemic awareness, concepts of print, and early writing skills. This paper reports on a case study which explored the feasibility and fidelity of implementing interactive writing in two contrasting preschool contexts. The findings suggest that with minimal training and support, public preschool teachers can implement interactive writing effectively. The study also found that quality standards, specifically teacher education and training, may affect the successful implementation of preschool interactive writing instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01