Elementary students’ literacy opportunities in an age of accountability and standards: Implications for teacher educators |
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| Institution: | 1. Cato College of Education, University of North Carolina, Charlotte, USA;2. College of Education and Human Development, Texas A&M University, USA;1. Ghent University, Department of Educational Studies, Henri Dunantlaan 2, 9000, Ghent, Belgium;1. Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, US8-1, Atlanta, GA, 30329-4027, USA;2. Formerly with Centers for Disease Control and Prevention, Division of Adolescent and School Health, 1600 Clifton Road NE, MS E-75, Atlanta, GA, 30333, USA;3. ICF, 2635 Century Center Parkway, Atlanta, GA, USA;4. Fort Worth Independent School District, Department of Health and Physical Education, 100 N University Dr, Fort Worth, TX, 76107, USA;1. TrygFondens Center for Child Research and School of Communication and Culture, Aarhus University, Denmark;2. Department of Speech and Hearing Sciences, University of New Mexico, Albuquerque, USA;3. Crane Center for Early Childhood Research and Policy, The Ohio State University, USA;4. Department of Educational Studies;5. Rambøll Management Consulting, Aarhus, Denmark;6. Department of Teaching & Learning, The Ohio State University, USA;7. Department of Language and Communication, University of Southern Denmark, Odense, Denmark;8. Clinical Epidemiology, Center of Medical Biometry and Medical Informatics, University Medical Center, Freiburg, Germany |
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| Abstract: | Adopting a place-based stance to better prepare teacher candidates for local schools, researchers investigated elementary students’ reading, writing, listening, and speaking opportunities. Observations included two literacy lessons of 14 preservice and inservice teachers and analysis identified instructional influences, including best practices (e.g., differentiated instruction), standards, and standardized assessments. Findings indicated students’ opportunities varied from little to no reading during literacy lessons to rich, authentic opportunities to read meaningful texts. Little writing was evident, only some lessons substantively supported state standards, and many speaking and listening opportunities occurred at the lowest levels of Bloom’s Taxonomy. Implications for teacher educators are discussed. |
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