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Using core practices to support and assess novice teachers’ elementary literacy instruction
Wed, December 3, 1:15 to 2:45pm, Marriott Marco Island Conference Center, Caxambas 2 - Lobby LevelSession Submission Type: Symposium
Abstract
This symposium will showcase three innovative models used in teacher education that focus on the use and assessment of core instructional practices in literacy, examining the work across institutions and program contexts. The research projects investigated focus on pedagogies to support novice teachers to learn ambitious pedagogical practices and the articulation and assessment of these practices.
Content Area
Chair
Discussant
Individual Presentations
Decomposing and describing modeling as a core practice in literacy instruction - Kristine M Schutz, University of Michigan; Emily Rainey, University of Michigan; Stefanie Iwashyna, University of Michigan
The intersection of content knowledge, core practices, and principles of ambitious teaching in interactive read alouds : A practice-based approach to building capacity in novice teachers - Katie Danielson, University of Washington; Kristine M Schutz, University of Michigan
Cut to the core practices: Critical-affective pedagogies in a practice-based writing methods course - Elizabeth Dutro, University of Colorado Boulder; Ashley Cartun, University of Colorado Boulder