NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1045409
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1547-688X
Aspiring Teachers Becoming Strategic Readers: Instructional Scaffolds and Social Supports
Kates, Laura R.
New Educator, v10 n4 p267-288 2014
If teachers are to be informed, aware actors in today's labyrinthine policy environment, they need to be knowledgeable about the issues and interests that so extensively impact their work lives. One skill needed to construct such a knowledge base is the ability to read strategically. This article is an account of an attempt to make learning about strategic reading a more explicit element of coursework for preservice teachers. Findings revealed that a lack of prior knowledge often limited students' understanding of authors' points and purposes. Implications are offered for how teacher educators can best design instructional scaffolds and social supports aimed at improving teacher candidates' strategic reading.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A