How Much is Enough? Teachers’ Perceptions of Literacy Instruction and Common Core State Standards
Department or Administrative Unit
Center for Teaching and Learning
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.
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.
Journal of Higher Education Theory and Practice
© North American Business Press
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons
This article was originally published in Journal of Higher Education Theory and Practice. The full-text article from the publisher can be found here.