Constructing a knowledge base across classroom contexts: Pre-service teachers assess language and literacy in an urban head start program

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The purpose of this chapter is to focus on a partnership between the Center for Family Services Head Start in Camden New Jersey and Rowan University Early Childhood majors. As a service to the preschool and to engage in real-life learning, candidates administered early-literacy assessments to 90 children enrolled at the Pine Street Head Start. The project provided candidates with authentic experiences, wherein they examined the range of literacy skills demonstrated by the children. The project goal was to provide external assessments to assist Head Start teachers in preparing preschoolers for the requirements of Common Core State Standards.

Original languageEnglish (US)
Title of host publicationEducating for Citizenship and Social Justice
Subtitle of host publicationPractices for Community Engagement at Research Universities
PublisherSpringer International Publishing
Pages59-70
Number of pages12
ISBN (Electronic)9783319629711
ISBN (Print)9783319629704
DOIs
StatePublished - Jan 1 2017

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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    Browne, S., & Madden, M. (2017). Constructing a knowledge base across classroom contexts: Pre-service teachers assess language and literacy in an urban head start program. In Educating for Citizenship and Social Justice: Practices for Community Engagement at Research Universities (pp. 59-70). Springer International Publishing. https://doi.org/10.1007/978-3-319-62971-1_5