A Practical Partnership: A Literacy Practicum Framework to Improve P-20 Learning and Enhance University-School Connections

Authors

  • Dr. Vicki Luther Middle Georgia State University
  • Emily Bryant Valdosta State University

DOI:

https://doi.org/10.56887/galiteracy.95

Keywords:

pre-service teacher training, P-20 partnership, literacy practicum

Abstract

There have been many changes in the field of education in recent years, and some of the most important changes directly impact the training of pre-service teachers. Educator preparation providers must consistently look for new and innovative ways to effectively prepare teacher candidates. This article discusses a successful P-20 partnership that utilizes a practicum designed to allow teacher candidates the opportunity to practice teaching literacy skills to young children. Partnerships between schools and universities are extremely pivotal in the nurturing of pre-service teachers, and this practicum proves to be an invaluable learning tool for all involved. 

Author Biographies

  • Dr. Vicki Luther, Middle Georgia State University

    Dr. Vicki Luther is an associate professor in the School of Education at Middle Georgia State University. She is also the Chair of the Early Childhood Special Education program. A former elementary teacher, Vicki's interests include early literacy initiatives, teaching children of poverty, and teacher attrition. 

  • Emily Bryant, Valdosta State University

    Emily Bryant is the Assistant Principal at Bleckley Primary School, where she formerly served as lead first grade teacher. She holds a master's degree in reading and is currently completing her Ed.S. degree in leadership from Valdosta State University. 

A Practical Partnership

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Published

10/30/2015

Issue

Section

Research and Practitioner Articles

How to Cite

Luther, V. L., & Bryant, E. (2015). A Practical Partnership: A Literacy Practicum Framework to Improve P-20 Learning and Enhance University-School Connections. Georgia Journal of Literacy, 38(2), 6-12. https://doi.org/10.56887/galiteracy.95

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