Literacy Tutoring Program Perspectives and Understandings: Investigating the Experiences of Students with Literacy Difficulties, their Tutors, and the Tutors? Transition into the Teaching Profession - Couverture souple

Gallagher, Tiffany

 
9783639158489: Literacy Tutoring Program Perspectives and Understandings: Investigating the Experiences of Students with Literacy Difficulties, their Tutors, and the Tutors? Transition into the Teaching Profession
Couverture souple
ISBN 10 : 3639158482 ISBN 13 : 9783639158489
Editeur : VDM Verlag, 2009

Synopsis

This three-part study investigated the effects of a literacy tutoring program. Study #1 compared two groups of students with literacy difficulties (non- treatment group and program participants) and found that the participants were superior at decoding letter patterns and comprehending story grammar. Concurrently, Study #2 uncovered that the 19 tutors acquired instructional skills as they established a knowledge base in teaching reading and writing, and they affirmed goals to become future teachers. Study #3 tracked 6 teacher candidates (former tutors), into their pre-service year and identified their constructions and beliefs of literacy teaching. Their prior knowledge of literacy instruction appeared untenable once they were immersed in a regular class setting. Disparity provoked some of them to denounce their teacher mentors for not consistently employing individualized literacy strategies. This critical perspective was a demonstration of cognitive dissonance. This manuscript highlights the need for teacher candidates with prefatory instructional experience to engage in cognitive negotiations to assimilate newly acquired pedagogies into existing pedagogies.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

This three-part study investigated the effects of a literacy tutoring program. Study #1 compared two groups of students with literacy difficulties (non- treatment group and program participants) and found that the participants were superior at decoding letter patterns and comprehending story grammar. Concurrently, Study #2 uncovered that the 19 tutors acquired instructional skills as they established a knowledge base in teaching reading and writing, and they affirmed goals to become future teachers. Study #3 tracked 6 teacher candidates (former tutors), into their pre-service year and identified their constructions and beliefs of literacy teaching. Their prior knowledge of literacy instruction appeared untenable once they were immersed in a regular class setting. Disparity provoked some of them to denounce their teacher mentors for not consistently employing individualized literacy strategies. This critical perspective was a demonstration of cognitive dissonance. This manuscript highlights the need for teacher candidates with prefatory instructional experience to engage in cognitive negotiations to assimilate newly acquired pedagogies into existing pedagogies.

Biographie de l'auteur

Tiffany Gallagher is faculty in the Department of Teacher Education, Brock University (Ont., CAN). She has two co- authored texts: Educational Psychology AND Classroom Assessment: Concepts & Applications. Her current research interests: literacy assessment and instruction, special education teachers' roles, teachers with learning disabilities.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag
Date d'édition
2009
Langue
anglais
ISBN 10 
3639158482
ISBN 13 
9783639158489
Reliure
Broché
Nombre de pages
140
Coordonnées du fabricant
non disponible
Personne responsable
non disponible