JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
How Much is Enough? Teachers’ Perceptions of Literacy Instruction and Common Core State Standards
Author(s): Carol L Butterfield, Sulee P Kindle
Citation: Carol L Butterfield, Sulee P Kindle, (2017) "How Much is Enough? Teachers’ Perceptions of Literacy Instruction and Common Core State Standards ," Journal of Higher Education Theory and Practice, Vol.17, Iss. 9, pp.69-80
Article Type: Research paper
Publisher: North American Business Press
As public school districts and teachers seek to understand the Common Core State Standards and what it means for literacy instruction, preservice teachers in universities are also learning about literacy and standards. The International Literacy Association (2016) defines literacy as “Literacy is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context.” How is this definition applied to real-life teaching in the classroom? In this study preservice teachers are involved in analyzing interview data in regards to practicing teacher perceptions and attitudes about literacy instruction and the CCSS.