Teachers play a crucial role in the academic success of their students. As such, there is great interest in how teachers are prepared for their important position. The purpose of this study was to document pre-service teachers' knowledge and application of effective instruction as it related to early literacy. The theoretical framework, How People Learn, was used to define effective instruction, design the university course, and analyze the data. Literature pertaining to teacher education, reading instruction, and early childhood education was reviewed in order to inform this study. Thirty-one, early childhood education majors, enrolled in an early literacy course participated in this study. Using a qualitative, case study research design multiple forms of data were collected and analyzed. The researcher was also the instructor of the course offering a unique perspective. The findings reveal pre-service teachers know and apply essential components of effective instruction and attribute their increase in knowledge to the group presentations, field experience, and student tutoring. The findings suggest that the pre-service teachers in this study know more than has been previously documented, well planned cooperative learning can be viewed as beneficial by pre-service teachers, and the pre-service teachers in this study understand and can use explicit instruction. This case study does not attempt to generalize the findings to other samples, rather offers a reader a rich description of a course that may be transferred to other settings.
|Advisor:||Otaiba, Stephanie Al|
|Commitee:||Edwards, Leigh, Jones, Ithel, Lake, Vickie, Witte, Shelbie|
|School:||The Florida State University|
|Department:||School of Teacher Education|
|School Location:||United States -- Florida|
|Source:||DAI-A 73/07(E), Dissertation Abstracts International|
|Keywords:||Early childhood education, Effective instruction, Literacy, Literacy education, Preservice teachers, Teacher education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be