Developing social skills training and literacy instruction pedagogy through service learning: An integrated model of teacher preparation
Abstract
This exploratory study examined the impact of tutoring programs on preservice teachers (PSTs) and tutees. The PSTs are assigned to either the Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) service-learning tutoring program and work with identified kindergarten or first-grade struggling readers. Three questions are addressed: 1) what impact does the social skills training have on the PSTs’ ability to understand the connection between social skills and literacy development; 2) what social skills do PSTs model, label, or scaffold in their classrooms; and 3) what effect does service-learning tutoring have on tutees? Participants include 27 PSTs and 27 children. Findings reveal that the TAILS PSTs are more informative in their biweekly reflections, provide specific social skills details, and report twice as many classroom social behaviors as the BP PSTs. The tutees demonstrated progress in both social and literacy skills, or they continued to struggle socially and not improve in the area of literacy. These findings suggest that most PSTs’ knowledge of the connection between social skills and literacy development increased due to their participation in the ser- vice-learning tutoring programs and highlight the need to include this connection in teacher education programs and P–12 classrooms.
Reference
Lake, V. E., Otaiba, S. A., & Guidry, L. (2010). Developing social skills training and literacy instruction pedagogy through service learning: An integrated model of teacher preparation. Journal of Early Childhood Teacher Education, 31(4), 373-390.
Journal
Journal of Early Childhood Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
27
Duration of Data Collection
Data Sources
- Focus group interviews
- Tutoring Journals
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
"we examined our utilization of two service-learning tutoring
programs with preservice teachers (PSTs). The PSTs were assigned to and taught one of the tutoring programs with identified kindergarten or first-grade struggling readers" (pp. 373- 374)
The two tutoring programs were: Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP)
Is this research question explicit from the manuscript? Combination
"a) the impact of social skills training on PSTs’ understanding of the connection between social skills and literacy development" (p.374)
Is this research question explicit from the manuscript? Unknown
"b) the social skills PSTs modeled, labeled, or scaffolded in their classrooms" (p. 374)
Is this research question explicit from the manuscript? Unknown
"c) the effect of the service-learning tutoring on the children." (p. 374)
Is this research question explicit from the manuscript? Unknown