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ERIC Number: ED318173
Record Type: RIE
Publication Date: 1989-Oct-8
Pages: 90
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Literacy Experiences of At-Risk Kindergarten Children through a Teacher Education Workshop.
Kirby, Maxine R.
The goals of this practicum were to help teachers of at-risk kindergarten children become more knowledgeable of developmentally appropriate practices for 5-year-olds, and to research, define, and translate appropriate literacy development theory into practical application strategies for teachers. A needs assessment survey was developed and administered to six kindergarten teachers. Subsequently, a staff development program was conducted, teachers were monitored and assisted, and follow-up meetings were held. In the staff development workshop, three strategies were proposed to increase literacy development: the whole language approach, shared reading, and a modified language experience approach. Based on workshop information presented, teachers were to select and implement at least one appropriate literacy development strategy. The teachers chose to utilize an adapted whole language approach. Analysis of practicum evaluation data indicated that both teachers and students benefited from the program. Survey questionnaires, checklists, forms, and 35 references are appended. (JDD)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova University.