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• W2906168130 abstract "There can be no keener revelation of a society's soul than the way in which it treats its children. (Mandela, 1995, para. 1) Mandela's words live on today: A nation's soul is revealed through the treatment of its children; education is of utmost importance for our children and their future. Part of how a country treats its children is the value placed on its educational system, including the importance of the quality of teachers and their teacher preparation. The need for quality literacy teachers has been studied for decades (e.g., Greenberg & Jacobs, 2009a, 2009b; Lacina & Block, 2011). The International Literacy Association has a long history of supporting high-quality literacy research and teacher preparation. Such research explains that quality programs are grounded in key principles (Lacina & Block, 2005). For example, literacy teacher education programs should assist future educators to become flexible, adaptive, and responsive to students’ needs (Lacina & Block, 2011). Literacy teacher education programs should be field-based; include supervised, relevant experiences; and offer content that can be easily connected to classroom instruction. These programs should include a theoretical alignment to literacy instruction, a vision for preparing future teachers of quality, and a comprehensive literacy curriculum (International Reading Association Accreditation Task Force, 2005; Lacina & Block, 2011). High-quality teacher preparation programs exist across the world; however, teacher education has faced an onslaught of critics, which has in turn affected enrollment in traditional teacher education programs. Now is the time for educational and political leaders across the world to advocate for high-quality teacher education programs. In this issue's The Inside Track, Risko and Reid discuss quality indicators of literacy teacher preparation, as well as current efforts to combat the deprofessionalization of teacher preparation programs. They draw on a review of literacy research that notes the benefits of teacher preparation programs, pointing out that a strong counternarrative is needed to end deficit views and criticisms of teacher education. Risko and Reid explain that quality literacy teacher preparation is essential and charge literacy leaders to advocate for teacher preparation that matters for students. The feature articles in this issue describe high-quality teachers and their practices. Concannon-Gibney discusses immersing first-grade students in poetry through a genre study approach. Quast describes a transformative book conversation in preschool, and McTigue and Uppstad describe using computer games in the reading classroom. Freeman, Townsend, and Templeton guide readers to think about words, and describe first graders’ responses to morphological instruction. Erickson and Wharton-McDonald remind readers of the importance of early literacy instruction—and how to foster autonomous motivation. Manyak, Manyak, Cimino, and Horton explain how to teach and apply vocabulary, and Cervetti and Hiebert focus on knowledge at the center of English language arts instruction. The teaching tips in this issue begin with one by Culham, who reminds readers of the importance of reading with a writer's eye and why book choice matters. Johnston and Martelli describe a community literacy festival hosted by university students. Shimek provides strategies that readers can use to navigate nonfiction picture books, and Kaczmarczyk, Allee-Herndon, and Roberts explain how to use literacy approaches to develop conversations on racial illiteracy. The two Voices From the Classroom essays were written by Hargadon and Spenn. Hargadon describes the use of graphic novels to motivate struggling and reluctant readers, and Spenn discusses the process of putting read-alouds on audio recordings. Two departments are included in this issue: Digital Literacy and Professional to Professional. Ehret describes after-school gameplay and how literacy development can be supported through the everyday rhythms of screen time and homework. Vu describes her journey from a classroom teacher to a curriculum coordinator for English language arts and reading. She explores the innovative possibilities for professional learning. We hope you enjoy this issue as much as we do. We are amazed by the quality of the pieces in this issue and the wealth of innovative literacy research and practice throughout our world. Reflecting on the quote from Mandela that began this introduction, let's treat our world's children better and advocate for quality pathways for teacher preparation. All children deserve the very best teachers from the very best teacher preparation programs." @default.
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• W2906168130 date "2018-12-26" @default.
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• W2906168130 title "Valuing Teachers-and Teacher Education" @default.
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