Great Lakes Great Books Go Graphic,
2022
Peter White Public Library
Great Lakes Great Books Go Graphic, Lynette Marten Suckow
Michigan Reading Journal
Reviews of grade level graphic novels and illustrated books that rely on the use of picture and text together for effective storytelling.
Teacher Of Literature And Literacy: Rethinking Secondary English Language Arts,
2022
Oakland ISD
Teacher Of Literature And Literacy: Rethinking Secondary English Language Arts, Jenelle Williams, Laura Gabrion
Michigan Reading Journal
This article aims to explore the complexity of instruction in secondary English Language Arts (ELA) classes, addressing the role of teacher identity, educator preparation programs, equity and access, and the role of the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom. We suggest that there is a possibility to attend to both teaching literature and literacy within middle- and high-school ELA classrooms and provide a vision for working toward this balance.
Power Of Yet: The Integration Of The Culturally Responsive Literature With The Productive Struggle In Mathematics,
2022
Wayne State University
Power Of Yet: The Integration Of The Culturally Responsive Literature With The Productive Struggle In Mathematics, Kathleen Crawford-Mckinney, Asli Ozgun-Koca, Kristy Rebar
Michigan Reading Journal
We used a children's book with three groups of students (ages 6-9) to foster mathematical engagement through read alouds. We will share lessons learned from this experience as we integrate children’s literature with mathematics through the lens of Power of Yet.
Free To Read: Growing Elementary Students' Literacy In The Summer,
2022
Coopersville Area Public Schools
Free To Read: Growing Elementary Students' Literacy In The Summer, Allison M. Nieboer
Michigan Reading Journal
This article describes the implementation of “Free to Read”, a summer reading program with three key components: free student-selected books, Little Free Libraries and one-minute parent videos. The author explains how these three components come together to form a summer reading program that provides access and choice to a community of readers. Recommendations on creating such a program are shared at the end of the article.
Writing As A Vessel For Thinking: Incorporating Self-Regulation, Metacognition, And Formative Assessment In The Middle School Ela Classroom,
2022
Grand Valley State University
Writing As A Vessel For Thinking: Incorporating Self-Regulation, Metacognition, And Formative Assessment In The Middle School Ela Classroom, Alyssha N. Ginzel
Michigan Reading Journal
This article examines three approaches to teaching writing: self-regulated instruction (Graham, 2018; Graham, 2020; Graham & Perin, 2007), metacognitive strategies (Hacker, 2018; Madison et al., 2019), and formative assessment (Black & Wiliam, 1998; Fleischer, 2013; Madison et al., 2019). Implementing these approaches, secondary ELA teachers can strike a balance between order and chaos while empowering adolescents to recognize, develop, and take ownership of their thinking and writing. Writing can and should be about grappling with big ideas that ultimately help us come to deeper, fuller understandings of ourselves and the world. This article explores how secondary ELA teachers can help free up their students’ cognitive overload that often corresponds with ...
The Stance, The Text, And The Talk: Three Components Of A Critical Race-Oriented Interactive Read Aloud,
2022
Michigan State University
The Stance, The Text, And The Talk: Three Components Of A Critical Race-Oriented Interactive Read Aloud, Rebecca Witte
Michigan Reading Journal
The flexible structure of an interactive read aloud (IRA) provides a platform to address issues of race for those educators who have the desire, but may not know how or where to start. Using a visual of a three circle diagram, the paper illustrates the importance of aligning a critical racial stance, the text, and the talk together to maximize student learning. One text, Can I Touch Your Hair? (Latham & Waters, 2019) is highlighted as a model to show the possible convergence of the three components. In addition, the author notes the importance of reflexivity and provides suggestions on further ...
Socially Just Literacy Teaching Within Virtual Spaces: Using Woods’ Model For Evaluating Practice,
2022
Western Michigan University
Socially Just Literacy Teaching Within Virtual Spaces: Using Woods’ Model For Evaluating Practice, Elizabeth Isidro, Laura Teichert
Michigan Reading Journal
This study inquires into pre-service teachers’ teaching experiences within a virtual tutoring practicum in a literacy methods course. Using Woods’ (2018) model of Socially Just Literacy Pedagogy, we approach the research question: What are undergraduate pre-service teachers’ experiences in virtual tutoring that align with socially just literacy teaching? Drawing from interviews, we engaged in Narrative Inquiry as a way to highlight participants’ experiences while providing us rich contextual, temporal, and social understandings of their experiences that move towards socially just literacy teaching. Our findings suggest socially just literacy teaching practices along the dimensions of knowledge and skills in literacy pedagogy ...
The Lasting Effects Of The Pandemic On Graduate And Professional Education,
2022
University of Tennessee, Knoxville
The Lasting Effects Of The Pandemic On Graduate And Professional Education, Robert Kelchen
Journal of Student Financial Aid
The coronavirus pandemic caused a shift in the American higher education system. Many institutions switched from in-person to virtual platforms. Since graduate and professional students are more likely than undergraduate students to enroll in a hybrid or online program, they were less affected by the transition to online education. However, the decrease in undergraduate enrollment during the pandemic further squeezed institutional finances showing a decline in international graduate enrollment in the United States. As universities place additional scrutiny on program finances, departments will face pressure to reduce the number of assistantships that are not supported by external grants and contracts ...
Responsible Classrooms: Unfinalizability, Responsibility, And Participatory Literacy In Secondary English Language Arts,
2022
Louisiana State University and Agricultural and Mechanical College
Responsible Classrooms: Unfinalizability, Responsibility, And Participatory Literacy In Secondary English Language Arts, Emma Jamilah Gist
LSU Doctoral Dissertations
This study examines participatory literacy practice in secondary English language arts classrooms. While literacy achievement in this context is often measured according to a student’s ability to receive and repeat predetermined information within the scope of mandated curricula and standardized tests, this study attends specifically to classroom literacy practice that centers authentic, unanticipated, dialogic student response. Within its consideration of literacy practice, this study applies the Bakhtinian notion of unfinalizability to consider those conditions that allow for learning experiences that are not predetermined but are rather uniquely, unpredictably, and unrepeatably co-constructed by individual students, student groups, and teachers. These ...
Writing Instruction In The Middle Grades: A Cross-Cultural Inquiry Of Teacher Perceptions And Practices In South Korea And The United States,
2022
William Paterson University of New Jersey
Writing Instruction In The Middle Grades: A Cross-Cultural Inquiry Of Teacher Perceptions And Practices In South Korea And The United States, Carrie Eunyoung Hong, Geon-Ah Choi
The Language and Literacy Spectrum
Despite its importance in promoting student academic achievement and career development, writing pedagogy has received little emphasis in research and professional development efforts. The purpose of this study was to examine teacher perceptions and practices of writing in the middle grades from a cross-cultural perspective. 16 middle-grade teachers from South Korea and one state within the United States were recruited for a semi-structured interview. Transcripts of the interview responses were analyzed, using a constant comparison method. The findings showed that teachers’ instructional practices in writing were contextualized with their personal and professional knowledge and experiences. Country specific patterns were found ...
Developing Strategic Learners: Collaborative Reasoning With Strategy Instruction To Scaffold Debate And Support The Writing Of Arguments,
2022
University of Tennessee
Developing Strategic Learners: Collaborative Reasoning With Strategy Instruction To Scaffold Debate And Support The Writing Of Arguments, Zoi A. Traga Philippakos
The Language and Literacy Spectrum
The paper explains the role of oral language and dialogic interactions in the development of individual thinking and reasoning processes. Collaborative reasoning and its contribution is explained while examples are shared to illustrate ways to scaffold students’ questioning, meaning making, and writing in the context of read alouds during genre-based writing. A process to support students’ written production that builds on dialogic applications of argumentative discourse is provided, too. Finally, the paper comments on ways that dialogic argumentation scaffolds students’ entry into debate and written argument. Cautionary notes are provided regarding instructional practice and guidelines to teachers.
The Impacts Of Self-Efficacy And Intrinsic Motivation: Mentoring Students To Be Motivated Readers,
2022
Mercer University
The Impacts Of Self-Efficacy And Intrinsic Motivation: Mentoring Students To Be Motivated Readers, Vicki L. Luther
The Language and Literacy Spectrum
Motivation is a vital element of reading success. However, motivation does not always occur organically; it often takes strategic mentoring for students to be inspired by the prospects of reading. Such mentoring can occur when students can begin to see teachers as fellow readers, and when educators can help students to develop their own, independent goals, passions, and reasons for reading. Based upon Bandura’s social cognitive theory (1997), this article focuses on what research says about the importance of reading motivation and self-efficacy. In addition, the author will give strategies to support student-and teacher-motivation.
"To Get Free": How A Black Girl’S Ways Of Being And Knowing Inform A Literacy Teacher’S Multimodal Pedagogies In An Alternative Secondary Context,
2022
University at Albany, State University of New York
"To Get Free": How A Black Girl’S Ways Of Being And Knowing Inform A Literacy Teacher’S Multimodal Pedagogies In An Alternative Secondary Context, Delicia Tiera Greene Ph.D.
The Language and Literacy Spectrum
This qualitative inquiry examines how a White literacy teacher learns from and with a Black girl through multimodal composing in an out-of-school, alternative learning context. Data collection instruments include field observations, teacher planning sheets, teacher reflections, and researcher feedback. Multimodal Literacy Pedagogy and Black Girls’ Digital Literacies drove this study. Critical Discourse Analysis was employed to interpret the data. This inquiry accounts for the factors that reposition the role of a literacy teacher while working with a Black girl’s digital story development process. This inquiry found a literacy teacher’s multimodal pedagogies were shaped by a Black girl’s ...
Land Acknowledgments At Land-Grant Libraries And Archives: A Systematic Review,
2022
University of Nevada, Reno
Land Acknowledgments At Land-Grant Libraries And Archives: A Systematic Review, Kimberly Anderson
Journal of Western Archives
Increasingly, land-grant universities are acknowledging their history of benefitting from colonization and the dispossession of Indigenous communities through the Morrill Act of 1862. This study looks at whether academic libraries and archives acknowledge this history in the form of online land acknowledgments; and, where such acknowledgements exist, whether the university also acknowledges its occupation of Indigenous lands. A systematic review of the websites of land-grant colleges and universities and their libraries and archives was conducted. The results indicate that a majority of 1862 land-grant colleges and universities do have a land acknowledgment for the entire campus, but most academic libraries ...
Technical Skill Assessments As A Predictor Or Agriculture Students' Success After High School,
2022
University of Central Missouri
Technical Skill Assessments As A Predictor Or Agriculture Students' Success After High School, Michael Pantleo, Michelle Conrad, Kemaly Parr, Brian A. Parr
Journal of Research in Technical Careers
This study was conducted using quantitative methods to determine if a relationship exists between former Agriculture Career and Technical Education (CTE) concentrators’ Technical Skills Assessment (TSA) performance and their attaining related placement after high school. The study included data from 13,581 agriculture students who graduated during the years 2015-2019. To investigate the relationship between TSA assessment performance and attaining related placement, multiple descriptive models were run and disaggregated by gender, race/ethnicity, Individuals Education Plan (IEP) status, and Socioeconomic Status (SES). The data revealed students who pass their TSA assessment are more likely to attain related placement compared to ...
Why Computing? Motivations And Mathematics To Pursue Postsecondary Cis Education,
2022
Massachusetts Institute of Technology
Why Computing? Motivations And Mathematics To Pursue Postsecondary Cis Education, Anthony M. Perry
Journal of Research in Technical Careers
Computing and information sciences (CIS) careers in the United States are expected to grow faster than the average occupation between 2019 and 2029 and educational requirements for these positions span subbaccalaureate and baccalaureate degrees. Despite secondary curricular interventions, the population of people who pursue CIS pathways are not diverse by race, ethnicity, socioeconomic status, or gender. This study applies situated expectancy-value theory to investigate the motivational factors which influence the decision to pursue postsecondary CIS degree programs for students in the High School Longitudinal Study of 2009 (n = 18,730). Prior CIS experiences are associated with increased odds of declaring ...
A Qualitative Study: Examining Students' Involvement In A Career And Technical Student Organizations And Practicing And Promoting Mental Wellness,
2022
California Department of Education
A Qualitative Study: Examining Students' Involvement In A Career And Technical Student Organizations And Practicing And Promoting Mental Wellness, Cindy Beck, Gustavo Loera, Jonathan Nakamoto, Jan Parsons
Journal of Research in Technical Careers
This study aims to explore career technical education (CTE) students' involvement in practicing and promoting mental wellness in schools and communities. Specifically, this study focused on students enrolled in a career and technical student organization (CTSO) leading youth-defined activities raising awareness of risk factors and protective factors associated with psychological distress and wellness. This study is grounded in resilience theory expounding on the resilience of HOSA students and their motivation to thrive and overcome adversities as they advance their career and college readiness and their civic engagement. Purposive sampling was used to select 94 students from seven high schools with ...
Cct Professional Development Bulletin May 2022,
2022
CCT College Dublin
Cct Professional Development Bulletin May 2022, Cct College Dublin
Teaching and Learning Bulletins
Bulletin contains details of upcoming professional development events and also the recordings of recent events.
Longman's "Diversity Matters: Race, Ethnicity, & The Future Of Christian Higher Education" (Book Review),
2022
Pacific Rim Christian University
Longman's "Diversity Matters: Race, Ethnicity, & The Future Of Christian Higher Education" (Book Review), Karen Keesing
The Christian Librarian
No abstract provided.
Which Police Departments Make Black Lives Matter, Which Don’T, And Why Don’T Most Social Scientists Care?,
2022
University of Arkansas, Fayetteville
Which Police Departments Make Black Lives Matter, Which Don’T, And Why Don’T Most Social Scientists Care?, Robert Anthony Maranto, Wilfred Reilly, Patrick Wolf, Mattie Harris
Education Reform Faculty and Graduate Students Publications
In part via skillful use of social media, Black Lives Matter (BLM) has become among the most influential social movements of the past half century, with support across racial lines, and considerable financial backing (Fisher, 2019). Will this translate into public policy reforms which save Black lives? After all, higher education is a key institutional backer of BLM, and a considerable literature dating back decades (e.g., Lindblom & Cohen, 1979) casts doubt on the effectiveness of social science in solving social problems, for numerous reasons. Often, the best social science is simple counting. This paper makes two unique contributions. First ...
