How Much is Enough? Teachers’ Perceptions of Literacy Instruction and Common Core State Standards

Authors

Carol L. Butterfield, Central Washington UniversityFollow
Sulee P. Kindle, Cameroon Baptist Theological Seminary

Department or Administrative Unit

Center for Teaching and Learning

Document Type

Article

Author Copyright

© North American Business Press

Publication Date

2017

Journal

Journal of Higher Education Theory and Practice

Abstract

As public school districts and teachers seek to understand the Common Core State Standards and what it means for literacy instruction, preservice teachers in universities are also learning about literacy and standards. The International Literacy Association (2016) defines literacy as "Literacy is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context." How is this definition applied to real-life teaching in the classroom? In this study preservice teachers are involved in analyzing interview data in regards to practicing teacher perceptions and attitudes about literacy instruction and the CCSS.

Comments

This article was originally published in Journal of Higher Education Theory and Practice. The full-text article from the publisher can be found here.

Recommended Citation

Butterfield, C. L. & Kindle, S. P. (2017). How Much is Enough? Teachers' Perceptions of Literacy Instruction and Common Core State Standards. Journal of Higher Education Theory and Practice, 17(9), 69-80.