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Preparing effective teachers of reading; putting research findings to work for student learning.


Preparing effective teachers of reading; putting research findings to work for student learning.

Ed. by Boyce C. Williams.

Peter Lang Publishing Inc


158 pages




For K-12 and higher education principals and teachers, this volume describes the Reading First Teacher Education Network program conducted from 2003 to 2006 by the National Council for Accreditation of Teacher Education, initiated due to concerns about the lack of preparation for teaching reading and the desire to change methods to increase achievement. The project's purpose was to aid, through seminars, in the implementation of scientifically based reading research at Historically Black Colleges and Universities, Hispanic Serving Institutions, and Tribal Colleges by building instruction on research-based practices and incorporating this research into instruction in college courses, in line with the No Child Left Behind Act. It contains 11 essays about the project, which detail its goals, collaboration within the program, the roles of the reading and quality assurance coaching consultants, outcomes, and implications for the achievement gap in math. Other chapters outline the project at Florida International U., analysis and research implications, how it established social capital in underrepresented populations, correlation to state licensure tests, and the role of technology. Essays were written by those involved, as well as professors of education. The book lacks an index. Williams is associated with the National Council for Accreditation of Teacher Education and was project director of the Reading First Teacher Education Network.

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Publication:Reference & Research Book News
Article Type:Brief Article
Date:May 1, 2008
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