The SEEDS approach to repeated read alouds offers teachers a structured, emotionally supportive, and intentional way to increase children’s language and literacy development.
Speech-language pathologists can help teachers understand which communication behaviors are typical for a particular age range and which ones indicate a need for assessment and possibly an intervention.
Early childhood teachers play a key role as children develop literacy. While this cluster does not cover the basics of reading instruction, it offers classroom-tested ways to make common practices like read alouds and discussions even more effective.
The focus of this article is how to pose a teacher research question. More precisely, the aim is to examine the components of a researchable question and offer suggestions for how to go about the question in a way that makes it researchable.
Reading Talene Artinian’s Voices of Practitioners article, “Engaging Teachers and Toddlers in Science,” as a school administrator, I am moved to encourage other school administrators to think about their roles as change agents in their settings.
This opportunity to write a commentary on the article “Reflecting across Borders” allowed me to highlight how this project that used teacher inquiry within a global frame created important questions for us to consider as educators.
Researching your own teaching practices is fascinating and rewarding. Who better than you to think about what and why you are doing something in your everyday practice?
We are so pleased to be able to offer you the 2018 compilation of Voices of Practitioners articles. This volume marks VOP’s 14th year as an online journal.
