What Really Matters for Literacy Teacher Preparation?
The authors report on substantial evidence documenting what matters in literacy teacher preparation and invite deans, department heads, program directors, literacy teacher educators, and literacy leaders to design programs that are supported by credible evidence of impact.
Gespeichert in:
| Veröffentlicht in: | The Reading teacher 2019-01, Vol.72 (4), p.423-429 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 429 |
|---|---|
| container_issue | 4 |
| container_start_page | 423 |
| container_title | The Reading teacher |
| container_volume | 72 |
| creator | Risko, Victoria J. Reid, Louann |
| description | The authors report on substantial evidence documenting what matters in literacy teacher preparation and invite deans, department heads, program directors, literacy teacher educators, and literacy leaders to design programs that are supported by credible evidence of impact. |
| doi_str_mv | 10.1002/trtr.1769 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_2160537513</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1200948</ericid><jstor_id>26801630</jstor_id><sourcerecordid>26801630</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3419-92ceb72a30d48adfb81557b625d4c80c631e902902f814ab4f0c53ebba4f36ed3</originalsourceid><addsrcrecordid>eNp1kE1Lw0AQhhdRsFYP_gAh4MlD2tnPbE4ipX5RUUrE47LZ7NKU2NTdLZJ_b0qk4MFhYAbeZ96BF6FLDBMMQKbRRz_BmciP0AjnVKQkw-wYjQAoS4ELfIrOQlhDX1LCCPGPlY7J0uqm6ZIXHaP1IXGtTxZ1v2rTJYXVZmV98ubtVnsd63Zze45OnG6CvfidY_R-Py9mj-ni9eFpdrdIDWU4T3NibJkRTaFiUleulJjzrBSEV8xIMIJimwPp20nMdMkcGE5tWWrmqLAVHaPrwXfr26-dDVGt253f9C8VwQI4zTimPXUzUMa3IXjr1NbXn9p3CoPap6L2qah9Kj17NbDW1-bAzZ8xAciZ7PXpoH_Xje3-N1LFslj-dVyH2PrDBRESsKBAfwCS5XZC</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2160537513</pqid></control><display><type>article</type><title>What Really Matters for Literacy Teacher Preparation?</title><source>Wiley Online Library Journals Frontfile Complete</source><source>Jstor Complete Legacy</source><creator>Risko, Victoria J. ; Reid, Louann</creator><creatorcontrib>Risko, Victoria J. ; Reid, Louann</creatorcontrib><description>The authors report on substantial evidence documenting what matters in literacy teacher preparation and invite deans, department heads, program directors, literacy teacher educators, and literacy leaders to design programs that are supported by credible evidence of impact.</description><identifier>ISSN: 0034-0561</identifier><identifier>EISSN: 1936-2714</identifier><identifier>DOI: 10.1002/trtr.1769</identifier><language>eng</language><publisher>Newark: Wiley</publisher><subject><![CDATA[1‐Early childhood ; 3‐Early adolescence ; 4‐Adolescence ; 5‐College/university students ; Administrators ; Deans ; Department Heads ; Evidence ; Induction < Teacher education ; Literacy ; Literacy Education ; Mentoring < Teacher education ; Policy ; Preservice < Teacher education ; professional development ; Program Design ; Reading Teachers ; Reflection < Teacher education ; School based < Teacher education ; Supervision < Teacher education ; Teacher Education ; Teacher education; professional development ; Teacher Educators ; Teachers ; THE INSIDE TRACK ; Writing Teachers]]></subject><ispartof>The Reading teacher, 2019-01, Vol.72 (4), p.423-429</ispartof><rights>2019 International Literacy Association</rights><rights>Copyright © 2019 International Literacy Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3419-92ceb72a30d48adfb81557b625d4c80c631e902902f814ab4f0c53ebba4f36ed3</citedby><cites>FETCH-LOGICAL-c3419-92ceb72a30d48adfb81557b625d4c80c631e902902f814ab4f0c53ebba4f36ed3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26801630$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26801630$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,777,781,800,1412,27905,27906,45555,45556,57998,58231</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1200948$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Risko, Victoria J.</creatorcontrib><creatorcontrib>Reid, Louann</creatorcontrib><title>What Really Matters for Literacy Teacher Preparation?</title><title>The Reading teacher</title><description>The authors report on substantial evidence documenting what matters in literacy teacher preparation and invite deans, department heads, program directors, literacy teacher educators, and literacy leaders to design programs that are supported by credible evidence of impact.</description><subject>1‐Early childhood</subject><subject>3‐Early adolescence</subject><subject>4‐Adolescence</subject><subject>5‐College/university students</subject><subject>Administrators</subject><subject>Deans</subject><subject>Department Heads</subject><subject>Evidence</subject><subject>Induction < Teacher education</subject><subject>Literacy</subject><subject>Literacy Education</subject><subject>Mentoring < Teacher education</subject><subject>Policy</subject><subject>Preservice < Teacher education</subject><subject>professional development</subject><subject>Program Design</subject><subject>Reading Teachers</subject><subject>Reflection < Teacher education</subject><subject>School based < Teacher education</subject><subject>Supervision < Teacher education</subject><subject>Teacher Education</subject><subject>Teacher education; professional development</subject><subject>Teacher Educators</subject><subject>Teachers</subject><subject>THE INSIDE TRACK</subject><subject>Writing Teachers</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><recordid>eNp1kE1Lw0AQhhdRsFYP_gAh4MlD2tnPbE4ipX5RUUrE47LZ7NKU2NTdLZJ_b0qk4MFhYAbeZ96BF6FLDBMMQKbRRz_BmciP0AjnVKQkw-wYjQAoS4ELfIrOQlhDX1LCCPGPlY7J0uqm6ZIXHaP1IXGtTxZ1v2rTJYXVZmV98ubtVnsd63Zze45OnG6CvfidY_R-Py9mj-ni9eFpdrdIDWU4T3NibJkRTaFiUleulJjzrBSEV8xIMIJimwPp20nMdMkcGE5tWWrmqLAVHaPrwXfr26-dDVGt253f9C8VwQI4zTimPXUzUMa3IXjr1NbXn9p3CoPap6L2qah9Kj17NbDW1-bAzZ8xAciZ7PXpoH_Xje3-N1LFslj-dVyH2PrDBRESsKBAfwCS5XZC</recordid><startdate>201901</startdate><enddate>201901</enddate><creator>Risko, Victoria J.</creator><creator>Reid, Louann</creator><general>Wiley</general><general>Wiley-Blackwell</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>201901</creationdate><title>What Really Matters for Literacy Teacher Preparation?</title><author>Risko, Victoria J. ; Reid, Louann</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3419-92ceb72a30d48adfb81557b625d4c80c631e902902f814ab4f0c53ebba4f36ed3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>1‐Early childhood</topic><topic>3‐Early adolescence</topic><topic>4‐Adolescence</topic><topic>5‐College/university students</topic><topic>Administrators</topic><topic>Deans</topic><topic>Department Heads</topic><topic>Evidence</topic><topic>Induction < Teacher education</topic><topic>Literacy</topic><topic>Literacy Education</topic><topic>Mentoring < Teacher education</topic><topic>Policy</topic><topic>Preservice < Teacher education</topic><topic>professional development</topic><topic>Program Design</topic><topic>Reading Teachers</topic><topic>Reflection < Teacher education</topic><topic>School based < Teacher education</topic><topic>Supervision < Teacher education</topic><topic>Teacher Education</topic><topic>Teacher education; professional development</topic><topic>Teacher Educators</topic><topic>Teachers</topic><topic>THE INSIDE TRACK</topic><topic>Writing Teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Risko, Victoria J.</creatorcontrib><creatorcontrib>Reid, Louann</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>The Reading teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Risko, Victoria J.</au><au>Reid, Louann</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1200948</ericid><atitle>What Really Matters for Literacy Teacher Preparation?</atitle><jtitle>The Reading teacher</jtitle><date>2019-01</date><risdate>2019</risdate><volume>72</volume><issue>4</issue><spage>423</spage><epage>429</epage><pages>423-429</pages><issn>0034-0561</issn><eissn>1936-2714</eissn><abstract>The authors report on substantial evidence documenting what matters in literacy teacher preparation and invite deans, department heads, program directors, literacy teacher educators, and literacy leaders to design programs that are supported by credible evidence of impact.</abstract><cop>Newark</cop><pub>Wiley</pub><doi>10.1002/trtr.1769</doi><tpages>7</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0034-0561 |
| ispartof | The Reading teacher, 2019-01, Vol.72 (4), p.423-429 |
| issn | 0034-0561 1936-2714 |
| language | eng |
| recordid | cdi_proquest_journals_2160537513 |
| source | Wiley Online Library Journals Frontfile Complete; Jstor Complete Legacy |
| subjects | 1‐Early childhood 3‐Early adolescence 4‐Adolescence 5‐College/university students Administrators Deans Department Heads Evidence Induction < Teacher education Literacy Literacy Education Mentoring < Teacher education Policy Preservice < Teacher education professional development Program Design Reading Teachers Reflection < Teacher education School based < Teacher education Supervision < Teacher education Teacher Education Teacher education professional development Teacher Educators Teachers THE INSIDE TRACK Writing Teachers |
| title | What Really Matters for Literacy Teacher Preparation? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-18T01%3A10%3A56IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=What%20Really%20Matters%20for%20Literacy%20Teacher%20Preparation?&rft.jtitle=The%20Reading%20teacher&rft.au=Risko,%20Victoria%20J.&rft.date=2019-01&rft.volume=72&rft.issue=4&rft.spage=423&rft.epage=429&rft.pages=423-429&rft.issn=0034-0561&rft.eissn=1936-2714&rft_id=info:doi/10.1002/trtr.1769&rft_dat=%3Cjstor_proqu%3E26801630%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2160537513&rft_id=info:pmid/&rft_ericid=EJ1200948&rft_jstor_id=26801630&rfr_iscdi=true |