Building Sustainable Afterschool Literacy Programs by Partnering with University Teacher Candidates

Autor/inn/en	Delacruz, Stacy; Guerra, Paula
Titel	Building Sustainable Afterschool Literacy Programs by Partnering with University Teacher Candidates
Quelle	In: School Community Journal, 29 (2019) 2, S.81-103 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	After School Programs; Sustainability; Preservice Teachers; Partnerships in Education; College School Cooperation; Elementary School Students; Young Children; Team Teaching; Individualized Instruction; Parent Attitudes; Community Programs; Student Development; Teacher Education; Literacy Education; Tutoring; Student Attitudes; Program Effectiveness; Scheduling + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Nachhaltigkeit; Hochschulpartnerschaft; Frühe Kindheit; Teamteaching; Individualisierender Unterricht; Elternverhalten; Lehrerausbildung; Lehrerbildung; Förderkonzept; Nachhilfeunterricht; Schülerverhalten; Disposition
Abstract	In this article we expand the scope of school-university partnerships to include a community partner. This study involved an afterschool tutoring program known as the Discovery Center (pseudonym) partnering with a university reading class. This partnership, which is in its sixth year of implementation, prepares teacher candidates in the area of literacy while providing additional, free support to students in Grades K-2. Forty students engaged in co-taught tutoring sessions by 24 teacher candidates who were overseen by three center directors and the university professor. Data for this study were collected through preservice teacher focus groups, center director interviews, and parent interviews. Results indicate that teacher candidates' knowledge of differentiation and co-teaching increased throughout the semester. Teacher candidates also felt that additional tutoring times should be scheduled to allow more flexibility. The parents noted academic growth in literacy as a result of the tutoring. The findings suggest that all parties find the collaboration highly successful and provide ideas on how to strengthen and establish such partnerships elsewhere. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01