Document Type

Conference Proceeding

Disciplines

Education

Abstract

This study is a step toward closing the perceived gap between the preparation of elementary educators for teaching literacy and the expectations of districts. By identifying curriculum and assessments used in cooperating districts, informed faculty can incorporate specific clinical tools into teacher preparation coursework. By providing a seamless connection between the theory, pedagogy, and practice found in the university classroom and that found in elementary classrooms, candidates become more “classroom ready”. The teacher preparation will be better prepared to provide the evidence of program outcomes required by NCATE ("what candidates know and can do"). Faculty, schools, and students will have a common knowledge base and language regarding literacy instruction and assessment.



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