Citation

Paradigm shift

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Abstract:

This White Paper discusses the paradigm shift, or, the systemic change in the behaviors and attitudes of various stakeholders in the CETT program in regards to the instruction of literacy in the early grades, including school administrators, teacher trainers, teachers, and parents. The CETT pedagogical models represented fundamental changes for the educational systems of the countries in which they were in use. For both institutions and individuals in these countries, a willingness to change attitudes about early literacy acquisition and instruction, as well as daily instructional practices, was required for the CETT program to achieve its intended effects. To conduct this study, 33 in-depth interviews and 27 focus groups were held with key CETT stakeholders in seven countries. These data were analyzed thematically to answer to what extent the implementation of the CETT models shaped a change in behaviors and attitudes of program participants in regards to literacy instruction. The findings showed that the implementation of the CETT models contributed to a shift in attitudes regarding effective literacy instruction, with respondents’ noting a move from traditional instructional practices (e.g. rote memorization) to balanced literacy instruction (e.g. student-centered and literature- or language-based).
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492404_index.html
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MLA Citation:

Tvaruzkova, Mirka. "Paradigm shift" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492404_index.html>

APA Citation:

Tvaruzkova, M. "Paradigm shift" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492404_index.html

Publication Type: Panel Paper
Abstract: This White Paper discusses the paradigm shift, or, the systemic change in the behaviors and attitudes of various stakeholders in the CETT program in regards to the instruction of literacy in the early grades, including school administrators, teacher trainers, teachers, and parents. The CETT pedagogical models represented fundamental changes for the educational systems of the countries in which they were in use. For both institutions and individuals in these countries, a willingness to change attitudes about early literacy acquisition and instruction, as well as daily instructional practices, was required for the CETT program to achieve its intended effects. To conduct this study, 33 in-depth interviews and 27 focus groups were held with key CETT stakeholders in seven countries. These data were analyzed thematically to answer to what extent the implementation of the CETT models shaped a change in behaviors and attitudes of program participants in regards to literacy instruction. The findings showed that the implementation of the CETT models contributed to a shift in attitudes regarding effective literacy instruction, with respondents’ noting a move from traditional instructional practices (e.g. rote memorization) to balanced literacy instruction (e.g. student-centered and literature- or language-based).


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