Literaturnachweis - Detailanzeige
| Autor/inn/en | Altwerger, Bess; Arya, Poonam; Jin, Lijun; Jordan, Nancy L.; Laster, Barbara; Martens, Prisca; Wilson, G. Patricia; Wiltz, Nancy |
|---|---|
| Titel | When Research and Mandates Collide: The Challenges and Dilemmas of Teacher Education in the Era of NCLB |
| Quelle | In: English Education, 36 (2004) 2, S.119-133 (15 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-8204 |
| Schlagwörter | Ethics; Federal Legislation; Grade 2; Inservice Teacher Education; Teacher Education Programs; Teacher Educators; Preservice Teachers; Phonics; Preservice Teacher Education; Reading Instruction; Instructional Effectiveness |
| Abstract | In this article, the authors first describe their research, then discuss the ethical and professional dilemmas they face as teacher educators as a consequence of NCLB. Here, they offer some possible approaches to coping with these dilemmas in the context of university undergraduate and graduate teacher education programs. Their study examined the impact of three separate programs on second grade classrooms and students reading, namely: (1) Reading Mastery; (2) Open Court; and (3) "Guided Reading." Their data indicate that systematic explicit phonics instruction does not significantly improve children's reading in terms of their use of graphophonic knowledge, meaning construction, and comprehension. Among other things, they discuss the challenges and dilemmas they face in inservice teacher education and preservice teacher education. (ERIC). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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