Intervention for At-Risk Learners in Singapore: Growing Early Literacy Educators
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This is a descriptive paper of how government policies became the driving force of an early intervention literacy programme for at-risk learners. However, the success and sustenance of the programme lie in the hands of the early literacy educators. As such, the Association for Early Childhood Educators (Singapore) took up the challenge of growing them based on Darling-Hammond & Snyder’s contextualized approach to teaching and learning. Having nurtured them for four years, the Association traced the learning journeys of five literacy educators based on the van Manen’s "lived experience" and DuFour and Eaker "professional development community". Findings uncovered their teaching and learning beliefs, how some gained confidence while others change their teaching and learning strategies and the conditions that promote learning.
Abstract
This is a descriptive paper of how government policies became the driving force of an early intervention literacy programme for at-risk learners. However, the success and sustenance of the programme lie in the hands of the early literacy educators. As such, the Association for Early Childhood Educators (Singapore) took up the challenge of growing them based on Darling-Hammond & Snyder’s contextualized approach to teaching and learning. Having nurtured them for four years, the Association traced the learning journeys of five literacy educators based on the van Manen’s "lived experience" and DuFour and Eaker "professional development community". Findings uncovered their teaching and learning beliefs, how some gained confidence while others change their teaching and learning strategies and the conditions that promote learning.
참고문헌 (13)
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