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Improving Literacy Instruction Through University and P12 Partnerships: Using the SPICE Early Literacy Grant to Foster Literacy Instruction

Improving Literacy Instruction Through University and P12 Partnerships: Using the SPICE Early Literacy Grant to Foster Literacy Instruction
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Author(s): Charles William Kemp (Shawnee State University, USA), Sandra Lee Beam (Shawnee State University, USA) and Kimberly D. Cassidy (Shawnee State University, USA)
Copyright: 2022
Pages: 14
Source title: Collaborative Models and Frameworks for Inclusive Educator Preparation Programs
Source Author(s)/Editor(s): Beverly Sande (Prairie View A&M University, USA) and Charles William Kemp (Shawnee State University, USA)
DOI: 10.4018/978-1-6684-3443-7.ch004

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Abstract

The Strategic Partnering for Integrated Comprehensive Systems in Education (SPICE Early Literacy Grant) focused on supporting authentic, meaningful, and sustainable university-school district partnerships to promote inclusive models of preparation and personnel development for educators, improving equitable access to high-quality instruction and equitable outcomes for struggling learners and funding development efforts that supported shared inquiry into common problems of practice related to improving reading results for all learners. A Midwestern university's School of Education partnered with a local low-resourced school district whose reading scores based-upon the district report card system in Ohio continue to fall below proficient. By providing Language Essentials for Teachers of Reading and Spelling (LETRS), training to inservice teachers and providing the theory of LETRS during teacher preparation training to preservice teacher candidates, a strong partnership takes place during the clinical field experience.

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