Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Preschool teachers' use of research-informed literacy-promoting practices: implications for teacher training. |
| Συγγραφείς: |
Wakabayashi, Tomoko, Homant, Katherine S., Liu, Mingyang, Bishop, Melissa A., LeRoy, Adam S. |
| Πηγή: |
Journal of Early Childhood Teacher Education; Jan-Mar2026, Vol. 47 Issue 1, p275-289, 15p |
| Θεματικοί όροι: |
Teacher training, Emergent literacy, Observation (Educational method), Preschool teachers, Early childhood education, Preschool education |
| Γεωγραφικοί όροι: |
Michigan |
| Περίληψη: |
This study examined preschool teachers' use of the ten research-informed literacy promoting practices included in Michigan's Essential Instructional Practices for Early Literacy for Prekindergarten (hereon, Essentials Pre-K). We also explored the relationship between the use of Essentials Pre-K and early language and literacy quality in preschool classrooms as measured by the Early Language and Literacy Classroom Observation or ELLCO Pre-K. Thirty prekindergarten classrooms from four counties in Michigan were observed. When teachers implemented the Essentials Pre-K, they naturally grouped the ten recommended practices into three major clusters. These naturally-occurring clusters largely overlapped with the statewide Essentials Pre-K training developed by literacy experts. We also found that when teachers implemented the Essentials Pre-K practices in line with how they were designed, their classrooms scored higher on ELLCO Pre-K. Findings support Michigan's Essentials Pre-K as highly promising in guiding early childhood teachers in their literacy-promoting instructions, with implications for teacher training. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: |
Complementary Index |