The efficacy of a site-based literacy methods course developed within the context of a school-university partnership

dc.contributor.authorLefever-Davis, Shirley
dc.contributor.authorHelfeldt, John P.
dc.date.accessioned2023-06-26T13:47:59Z
dc.date.available2023-06-26T13:47:59Z
dc.date.issued1994
dc.description.abstractThis 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.
dc.identifier.citationLefever, 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
dc.identifier.isbn1883604001
dc.identifier.urihttps://soar.wichita.edu/handle/10057/25458
dc.language.isoen_US
dc.publisherCollege Reading Association
dc.relation.ispartofseriesYearbook of the College Reading Association
dc.relation.ispartofseriesv. 16,1994
dc.rights.holderCopyright by College Reading Association 1994
dc.subjectLiteracy
dc.subjectTeacher education
dc.titleThe efficacy of a site-based literacy methods course developed within the context of a school-university partnership
dc.typeBook chapter
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