ERIC Number: ED410542
Record Type: Non-Journal
Publication Date: 1996-Nov-2
Reference Count: N/A
University and Urban School District Collaboration: Preschoolers and Preservice Teachers Gain Literacy Skills.
Romeo, Lynn; Young, Susan A.
A study examined whether a field placement in a preschool program enhanced preservice teachers' understanding of the emerging literacy process. The study was conducted in two preschool classrooms in an urban school district in central New Jersey during the spring semester of 1996. Subjects were 26 graduate and undergraduate preservice teachers who were involved in teaching or assisting in the teaching of 3-4 year olds. Of the 26, 5 served as teachers every day, 11 were assistants one day a week, and 10 were on site one day every other week. A questionnaire was completed by preservice teachers at the end of the semester to determine their perceptions of the experience. When the open-ended questions were coded, four categories emerged that depicted strengths of the program: viewing growth in early literacy development; authentic field experience; shared book experience; and use of literacy play centers. Results indicated that the amount of involvement on the part of the respondents influenced their attitudes concerning the value of literacy play centers in a preschool setting and in the overalll emergent literacy development of the children. Findings suggest that the least involved respondents may not have been able to see the overall development of these children due to their limited participation. (Contains six references.) (CR)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey