The efficacy of a site-based literacy methods course developed within the context of a school-university partnership
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Authors
Lefever, Shirley
Helfeldt, John P.
Advisors
Issue Date
1994
Type
Book chapter
Keywords
Literacy , Teacher education
Citation
Lefever, S., & John P. Helfeldt (1994). The efficacy of a site-based literacy methods course developed within the context of a school-university partnership. In Pathways for literacy: Learners teach and teachers learn. the sixteenth yearbook of the college reading association (Vol. 16th, Ser. Yearbook of the College Reading Association, pp. 183–194). The College Reading Association
Abstract
This study investigated the efficacy of a site-based literacy methods course on preservice and inservice teacher development. Specifically, responses to Deford's Theoretical Orientation to Reading Profile, reflection journals, and questionnaires provided information on preservice and inservice teachers' beliefs and practices associated with literacy acquisitions and development. The site-based course appears to have had a positive impact on clarifying preservice teachers' beliefs regarding literacy acquisition and development.
Table of Contents
Description
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Publisher
College Reading Association
Journal
Book Title
Series
Yearbook of the College Reading Association
v. 16, 1994
v. 16, 1994