ERIC Number: ED447459
Record Type: RIE
Publication Date: 1999-Nov
Changes in Reading Practicum Accountability: Preservice Teachers Are Held Responsible for Children's Progress.
Rogers, Sue F.
Seven years of changes in a Practicum in Reading course has altered the responsibilities and accountabilities for preservice teachers tutoring in a public school. Changes, formative and summative assessment results for tutored children and implications for the program's future are discussed. A study examined whether the college literacy practicum tutors were doing the quality work needed to be held accountable for their tutee's academic progress. Results indicate: (1) tutees improved in expository writing, oral reading assessments, recognition of initial consonants, spelling phonetically, and spelling with silent letters; (2) tutors used the state's criteria of standards when designing and teaching lessons for tutees; (3) tutors received continuous support from supervisors; and (4) tutors received positive results on their teaching by keeping a portfolio of tutees' products from tutoring. (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (Hilton Head, SC, November 1999).