Enhancing preschool-kindergarten educator implementation of interactive reading instruction through vertical teaming
Exploring collaborative enquiry
Bibliographic Data
| ID | 21722233 |
|---|---|
| Authors | Jacqueline Kotas (0000-0002-4308-0771, San Diego Unified School District, corresponding author), Julia Bridi (San Diego County Office of Education, USA), Sarah M Garrity (San Diego State University), Sarah Garrity (0000-0002-1585-0687, San Diego State University) |
| Year | 2023 |
| Volume | 23 |
| Issue | 2 |
| Pages | 262-287 |
| Publication date | 2023-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1468-7984 • E-ISSN: 1741-2919 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1468798420978521 |
| OpenAlex | W3113246179 |
| Language | EN |
| References cited | 17 |
Using data from a 2-year empirical project in an urban school within the United States, this article describes how educators of preschool, transitional-kindergarten and kindergarten (PreK-TK-K) altered perceptions and practices as a result of participating in a purposefully crafted professional learning community using collaborative enquiry. Emergent thematic findings highlight shifts in educator understanding and application of interactive reading practice and alignment across classrooms of young learners. This vertical professional learning community provided space and time where educators constructed meaning through collaborative enquiry, video observations and reflection, which informed educator thinking and enriched student interaction for literacy learning
Early childhood education · Literacy · Mathematics education · Pedagogy · Perception · Professional development · Professional learning community · Qualitative research · Sociology · Thematic analysis · Education and Technology Integration · Innovative Teaching and Learning Methods · Parental Involvement in Education · Psychology
| Highly cited | No |
|---|