University and urban school district collaboration: Preschoolers and preservice teachers gain literacy skills

This study investigated the impact of a University-public school partnership involving at-risk preschoolers and undergraduate and graduate education students. The goal for the preservice teachers was to enhance their understanding of the emergent literacy process by merging an authentic field placement with an on-campus literacy course, thus allowing the integration of theory and practice. Results indicated that the preservice teachers believed that their participation in a Literacy rich preschool aided their understanding of the emergent literacy process. The amount of time spent on-site and their degree of involvement in the teaching process had a positive impact on the students' views.