"Dear Laura Witherington et al:
A lot of us who teach in Colleges of Education are also good teachers. However, we are unlikely to invest a lot of our time lobbying our students to contact RateMyProfessor.com with complimentary reports about…"
"Cash incentives, like the grades themselves, are a "stimulus-response" mechanism. What is infinitely better is to provide students with a learning environment in which their individual opportunities to learn are so attractive that they…"
GOIZUETA ENDOWED CHAIR OF EARLY CHILDHOOD EDUCATION
KENNESAW STATE UNIVERSITY
Areas of Expertise/Research Interests (List All Please)
MONTESSORI TEACHER EDUCATION -- I prepare Montessori Teachers to serve Infants & Toddlers (0-3) and Early Childhood (2.5-6) children in a Montessori Accreditation Council for Teacher Education (MACTE) accredited program at the M.Ed., B.S. and Continuing Education levels.
My research and practice have demonstrated that children who learn to write and read in cursive first are much more successful in acquiring language and literacy skills than children who are taught to use print.
A century before the invention of the printing press, the need for a convenient means of personal communication ushered in a new form of writing in Europe. By the 14th century men of science, letters and especially the Church were writing to each other. The scientists and Vatican scholars used a slim, connected form of writing that was much easier to produce. In fact, this was the first true form of “handwriting” because it did not need to be carefully drawn like the frozen, separate letters used by calligraphers in their manuscripts.
Cursive longhand took the pen out of the hand of the professional calligrapher and placed it into the hand of the common man and eventually into the hand of the child.
I would be happy to share my research with colleagues who are interested and I would like to learn if any others have conducted research comparing the results of teaching cursive and/or print.
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