Knowledge Resource Center for Ecological Environment in Arid Area
| Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy | |
| Scott;Chyllis Elayne | |
| 出版年 | 2013 |
| 英文摘要 | Appropriate preparation for preservice and inservice teachers for teaching content-area literacy continues to influence twenty-first century research agendas. In this systematic review (which analyzed 2,179 articles), the researcher aimed to ascertain and synthesize the research on teacher preparation for content-area literacy instruction while evaluating the methodological qualities of the research. The findings are presented in an article format with the connecting theme of content-area literacy; however, the first article focused on research regarding preservice teachers and the second article on inservice teachers. Whereas, previous reviews have primarily focused on secondary teacher beliefs and attitudes this review provides a broader scope of the research, which encompasses K-16 preservice and inservice teachers’ beliefs, attitudes, instructional practices, strategies, and knowledge of content-area literacy instruction. The major findings from research on preservice teachers are: with a minimum of one content-area literacy course, this teacher preparation may prove to be less than sufficient; in addition, preservice teachers’ beliefs regarding content-area literacy are typically positive, but actual transference once in the classroom is narrow. The major findings from the inservice article suggest the need for further training, modeling, and collaboration of literacy instruction for implementation in content classes. Inservice teachers, albeit experts of their content are restricted by their own motivation and knowledge of literacy strategies, therefore literacy implementation during class instruction is restricted. By reviewing longitudinal and current research as well as building upon previous reviews, these articles closely examine preservice and inservice teacher preparation, instruction, and implementation of literacy instruction in the content-area class. |
| 英文关键词 | Content-area literacy Education Reading |
| 语种 | 英语 |
| URL | http://hdl.handle.net/1969.1/151284 |
| 资源类型 | 学位论文 |
| 条目标识符 | http://119.78.100.177/qdio/handle/2XILL650/247810 |
| 推荐引用方式 GB/T 7714 | Scott;Chyllis Elayne. Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy[D],2013. |
| 条目包含的文件 | 条目无相关文件。 | |||||
| 个性服务 |
| 推荐该条目 |
| 保存到收藏夹 |
| 导出为Endnote文件 |
| 谷歌学术 |
| 谷歌学术中相似的文章 |
| [Scott;Chyllis Elayne]的文章 |
| 百度学术 |
| 百度学术中相似的文章 |
| [Scott;Chyllis Elayne]的文章 |
| 必应学术 |
| 必应学术中相似的文章 |
| [Scott;Chyllis Elayne]的文章 |
| 相关权益政策 |
| 暂无数据 |
| 收藏/分享 |
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
