Search

A team of researchers at two institutions revised and analyzed a battery of instruments to assess the Critical Dispositions (InTASC, 2013) required in the CAEP (2016a) accreditation standards for teacher education programs. This research presents initial findings for the revised version updating previous results from validity and reliability studies of the first version (Wilkerson & Lang, 2011). An in-depth study of one of the instruments, now in two forms, is presented. Version 2 was necessary because the standards providing an operational definition of the construct measured were updated. In this study, data were collected from teacher education students, in-service teachers, and pre-school teachers (Form A = 1072; Form B = 372). Item analysis using Rasch modeling, results of a qualitative review of specific teacher candidates across multiple measures, and student/program improvement uses are discussed. The results indicated that evidence of validity and reliability is maintained in the new version, and student disposition measures were diagnostic and logical for students of different training and experience.

A university's literacy festival can promote reading and foster the idea that books make a difference, especially to undersupported students from Title I schools. A literacy festival featuring a variety of diverse authors presenting hands-on workshops showcasing their literary craft can enable students from Title I schools to engage with the authors and can motivate students from diverse backgrounds to develop an excitement for reading. It can also motivate teachers and librarians to use literature that reflects their population to engage students in reading and can transform teacher candidates' understanding of students from diverse backgrounds. The authors describe how a university College of Education's literacy festival was implemented and explore how it provided an opportunity for children in low-socioeconomic-status communities to be exposed to books and authors of quality children's literature.

Dyslexia is a neurological language-based learning disability. Several legislative bills related to dyslexia have recently been introduced in the United States so dyslexia can be understood and interventions in reading instruction can be provided. Studies have shown measurable improvements in the language areas of the brain's left hemisphere after reading interventions with students with dyslexia, and multisensory teaching strategies can be the difference between academic success and academic failure and frustration. Effective methods for working with students with dyslexia support an explicit, systematic, cumulative, and multisensory approach that integrates listening, speaking, reading, and writing and emphasizes phonology, orthography, syntax, morphology, semantics, and the organization of spoken and written discourse. The author shares what dyslexia is not, what it is, and how literacy teachers can support their students with dyslexia.

Teacher candidates have lower participation in undergraduate research than students in other disciplines. To enable teacher candidates to develop skills for scholarly activities and to engage them in research activities, teacher education programs utilize diverse approaches. This article describes a strategy to promote undergraduate research among teacher candidates using a systematic course-based infusion of skills necessary for undergraduate scholarship. In addition, it reports on the undergraduate students' performance in research skills such as critical thinking, information literacy, and written communication in scholarly products over a three-year period. The results show an uneven but steady growth in research skills. Also discussed are the course and curricular modifications used by instructors to promote skill development for undergraduate research related to teaching.

This qualitative case study examined the effect of writing sessions, conducted at a university literacy festival, on the construction of college admission essays. Sessions were conducted by authors of multicultural young adult literature and university writing center staff and students. Each session focused on helping 132 high school students from Title 1 schools use their voice to share their social and cultural experiences. Essays and reflective responses from participants, authors, university writing center staff, and university freshman mentors were analyzed. Analysis of essays revealed four themes: overcoming hardship, involvement in academic and extracurricular programs, cultural and ethnic identity, and positive role models; analysis of reflections revealed three themes: an increase in confidence in writing, a new understanding that participants' stories could affect others, and barriers to attending college. Findings indicated that author and university writing sessions were effective in promoting writing strategies for under-supported high school students constructing college essays. [ABSTRACT FROM AUTHOR]

Positively influence comprehension, vocabulary, syntax, and oral language development with read-aloud strategies. The author shares tips for making read-alouds successful.

Positively influence comprehension, vocabulary, syntax, and oral language development with read-aloud strategies. The author shares tips for making read-alouds successful. [ABSTRACT FROM PUBLISHER]