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ERIC Number: ED432778
Record Type: Non-Journal
Publication Date: 1998-May
Pages: 89
Abstractor: N/A
Reference Count: N/A
Effective Teachers of Literacy.
Medwell, Jane; Wray, David; Poulson, Louise; Fox, Richard
A study was commissioned to help the Teacher Training Agency and teachers in England to understand more clearly how effective teachers help children to become literate. Research aims were to: identify the key factors of what effective teachers know, understand, and do that enables them to put effective literacy teaching into practice; identify the strategies that would enable those factors to be more widely applied; examine aspects of continuing professional development that contribute to the development of effective teachers of literacy; and examine what aspects of their initial teacher training and induction contribute to developing expertise in novice teachers of literacy. A questionnaire surveyed the qualifications, experience, reported beliefs, practices and preferences in the teaching of literacy of a group of 228 teachers identified as effective literacy teachers. Observations of literacy lessons and interviews were conducted with 26 of these teachers, and a "quiz" tested teachers' literacy knowledge. Findings suggest that effective teachers of literacy: believe it is important to make it explicit that the purpose of teaching literacy is enabling their pupils to create meaning using text; centered their teaching around "shared texts"; teach aspects of reading/writing such as decoding and spelling in a systematic, structured way; emphasize to their pupils the functions of what they were learning in literacy; have developed strong and coherent personal philosophies about the teaching of literacy; have well-developed systems for monitoring children's progress and needs in literacy; and have had considerable experience of in-service activities in literacy. (Contains extensive data tables and 25 references.) (NKA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A