Elementary Students’ Literacy Opportunities in an Age of Accountability and Standards: Implications for Teacher EducatorsTeacher & Teacher Education (2020)
Adopting a place-based stance to better prepare teacher candidates for local schools, researchers investigated elementary students’ reading, writing, listening, and speaking opportunities. Observations included two literacy lessons of 14 preservice and inservice teachers and analysis identified instructional influences, including best practices (e.g., differentiated instruction), standards, and standardized assessments. Findings indicated students’ opportunities varied from little to no reading during literacy lessons to rich, authentic opportunities to read meaningful texts. Little writing was evident, only some lessons substantively supported state standards, and many speaking and listening opportunities occurred at the lowest levels of Bloom’s Taxonomy. Implications for teacher educators are discussed.
Publication DateJune 20, 2020
Citation InformationFrancesca Pomerantz and Cami Condie. "Elementary Students’ Literacy Opportunities in an Age of Accountability and Standards: Implications for Teacher Educators" Teacher & Teacher Education Iss. 92 (2020)
Available at: http://works.bepress.com/francesca-pomerantz/34/