By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
Top quality preschool courses are necessary to enhancing children’s results in examining success and leveling language and literacy disparities between scholars from diversified backgrounds. Grounded in state of the art study facts, this practice-oriented e-book demonstrates how preschool pros can create, assessment, and maintain exemplary courses. Chapters from prime gurus conceal training, overview, and differentiation, in addition to particular innovations for instructing English language inexperienced persons and supporting at-risk readers. dialogue questions and steered actions for pro improvement are incorporated, as are reproducible evaluate varieties and making plans instruments to be used within the school room.
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Additional info for Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy)
Once programs are created, policies determine a number of other features of the programs, such as who is eligible to attend, how many stu5 6 BACKGROUND dents and teachers are in each preschool class, what level of education and type of training teachers must have, and what services are available to teachers to improve teaching and learning in their classes. Each of these features may impact preschool program effectiveness in promoting the well-being of children who attend, and research that documents the effects of preschool may help inform policy decisions about whether programs are created, whom they should serve, how they should be designed, and ways to improve them.
Quality of Structural Features Policymakers tend to describe preschool quality in terms of “structural” features of programs that can be directly regulated through policies, such as the amount and type of training held by lead and assistant teachers, the maximum number of children that can enroll in a class, the maximum 14 BACKGROUND child-to-teacher ratio, the curriculum that is used, the amount of training and professional development in which teachers must participate, and the additional services that the programs provide, such as meals, health screenings, and family support.
Yarosz, D. J. (2004). Who goes to preschool and why does it matter? Preschool Policy Matters, 8. nieer. pdf. , & Brooks-Gunn, J. (1991). Effects of maternal employment and childcare arrangements on preschoolers’ cognitive and behavioral outcomes: Evidence from the children of the national longitudinal survey of youth. Developmental Psychology, 27(6), 932–945. Birman, B. , Porter, A. , & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57(8), 1–8. , & Sparling, J.
Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy) by Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale