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Articles 1 - 30 of 275
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The Moments Of Lévy's Area Using A Sticky Shuffle Hopf Algebra, Robin Hudson, Uwe Schauz, Yue Wu
The Moments Of Lévy's Area Using A Sticky Shuffle Hopf Algebra, Robin Hudson, Uwe Schauz, Yue Wu
Communications on Stochastic Analysis
No abstract provided.
Essential Sets For Random Operators Constructed From An Arratia Flow, Andrey A. Dorogovtsev, Ia. A. Korenovska
Essential Sets For Random Operators Constructed From An Arratia Flow, Andrey A. Dorogovtsev, Ia. A. Korenovska
Communications on Stochastic Analysis
No abstract provided.
One Dimensional Complex Ornstein-Uhlenbeck Operator, Yong Chen
One Dimensional Complex Ornstein-Uhlenbeck Operator, Yong Chen
Communications on Stochastic Analysis
No abstract provided.
Perpetual Integral Functionals Of Brownian Motion And Blowup Of Semilinear Systems Of Spdes, Eugenio Guerrero, José Alfredo López-Mindela
Perpetual Integral Functionals Of Brownian Motion And Blowup Of Semilinear Systems Of Spdes, Eugenio Guerrero, José Alfredo López-Mindela
Communications on Stochastic Analysis
No abstract provided.
A Note On Time-Dependent Additive Functionals, Adrien Barrasso, Francesco Russo
A Note On Time-Dependent Additive Functionals, Adrien Barrasso, Francesco Russo
Communications on Stochastic Analysis
No abstract provided.
Book Review Professional Development Text, Chauncey Stephens
Book Review Professional Development Text, Chauncey Stephens
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
Bringing New Books Into The Classroom: A Review Of 2014-2015 Children’S Literature, Esther Fusco
Bringing New Books Into The Classroom: A Review Of 2014-2015 Children’S Literature, Esther Fusco
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
The Global Leaders Of Tomorrow: Shaping Critical Thinking And Social Justice Through Literacy, Lucinda M. Juarez, Regina C. Rodriguez
The Global Leaders Of Tomorrow: Shaping Critical Thinking And Social Justice Through Literacy, Lucinda M. Juarez, Regina C. Rodriguez
The Journal of Balanced Literacy Research and Instruction
The relatively new Common Core Standards seem threatening to educators at first, but with careful planning and the assistance of seasoned English language arts teachers, the Core Standards become manageable. This article presents a variety of literature and informational texts, suitable for the K- 12 grade levels, which focus on social justice and global thinking. Each text listed has an activity that was designed to meet at least one of the Common Core Standards and also includes the integration of technology and creativity in literacy instruction. With resources like the ones discussed in this article, teachers can easily tackle the …
The Neglected Readers: Differentiating Instruction For Academically Gifted And Talented Learners, Laurie A. Sharp, Patricia Clemmer
The Neglected Readers: Differentiating Instruction For Academically Gifted And Talented Learners, Laurie A. Sharp, Patricia Clemmer
The Journal of Balanced Literacy Research and Instruction
The educational needs for academically gifted and talented learners (AGTLs) are often not met in public schools as much of schools’ resources are directed towards meeting minimum performance standards. During reading instruction, AGTLs require differentiation with curriculum and instructional strategies that provide purpose and authentication of reading instruction to prevent boredom, deepen their love for reading and broaden their interests, and encourage them to move from avid reading to critical reading. The purpose of this article is to describe several research-based strategies within each of these areas to assist educators with differentiated reading instruction for AGTLs.
Creating Critical Readers And Responders Using The Common Core State Standards, Robin Jocius, Elizabeth Self, Summer Wood
Creating Critical Readers And Responders Using The Common Core State Standards, Robin Jocius, Elizabeth Self, Summer Wood
The Journal of Balanced Literacy Research and Instruction
In this article, we offer a framework that supports teachers as they create opportunities for students to become critical readers and responders. With the Critical Reader and Responder (or CR2) Framework, teachers can use their understandings of readers, texts, and tasks as entry points for planning critical literacy response activities that meet Common Core State Standards (CCSS). We provide specific examples of how elementary teachers, faced with a myriad of constraints in their instructional planning, can use the framework to meet CCSS and prepare students to be critical readers in and out of the classroom.
In Praise Of Miscues And The Comprehension Of Complex Texts, Stephen B. Kucer Dr.
In Praise Of Miscues And The Comprehension Of Complex Texts, Stephen B. Kucer Dr.
The Journal of Balanced Literacy Research and Instruction
The reading of complex texts is a critical dimension of the Common Core State Standards. We have little knowledge, however, of the impact of reader miscues on the comprehension of such texts. This issue is explored through a look at fourth graders transactions with literary and scientific texts. The impact of two types of reading behaviors on comprehension are examined: (1) portions of text read with no miscues and (2) portions of text read with meaning maintaining miscues. It was found that readers were significantly more likely to comprehend and recall information that was read with meaning maintaining miscues than …
Editor’S Introduction To The Issue, Dr. Stan Barrera Iv
Editor’S Introduction To The Issue, Dr. Stan Barrera Iv
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
A Letter From The Chair Of Balanced Reading Instruction, Esther Fusco
A Letter From The Chair Of Balanced Reading Instruction, Esther Fusco
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
Profile Of An In-Service Teacher: Meredith Labadie, Kathryn Pole
Profile Of An In-Service Teacher: Meredith Labadie, Kathryn Pole
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
Using Their Own Stories: A Culturally Relevant Response To Intervention, Maggie Struck, Mark D. Vagle
Using Their Own Stories: A Culturally Relevant Response To Intervention, Maggie Struck, Mark D. Vagle
The Journal of Balanced Literacy Research and Instruction
Driven by sociocultural theories, First Author, Maggie conducted a critical action research study of her attempts to enact culturally relevant practices in a Response to Intervention (RtI) reading group. A grounded theory approach informed the analysis of her data. In this paper, we theorize three themes that were generated from the data analysis. We assert that in order to prevent RtI from becoming another unsuccessful, de-contextualized, large-scale effort, teachers and students would benefit from a culturally relevant response to intervention—a commitment to locate the contextual contingencies in which RtI is being implemented; to pay attention to what happens in the …
Balancing Literacy With Other Curricular Demands: An Autobiographical Account, Mary F. Rice
Balancing Literacy With Other Curricular Demands: An Autobiographical Account, Mary F. Rice
The Journal of Balanced Literacy Research and Instruction
This paper is an autobiographical account of one junior high teacher’s attempts to teach a Balanced Literacy curriculum with an emphasis on her experiences with English language learners (ELLs). The account is framed chronologically from her first days of teaching through her final semester and is organized by her attention to her state’s old English/language arts core, her state’s new English/language arts core, the World-class Instructional Design Association (WIDA) standards for ELLs and finally, the Common Core Curriculum Standards (CCSS). At the end of her autobiography, the author emphasizes the lessons she learned about trying to overlay Balanced Literacy with …
Culturally Relevant Practices And Management Of An Ela Teacher: A Tale Of Two Classrooms, Latrise P. Johnson, Joy Gonzalez
Culturally Relevant Practices And Management Of An Ela Teacher: A Tale Of Two Classrooms, Latrise P. Johnson, Joy Gonzalez
The Journal of Balanced Literacy Research and Instruction
A culturally relevant pedagogical stance requires a complex understanding of content and culture. For English Language Arts (ELA) teachers, that complex understanding includes recognizing, valuing, and centering content from diverse authors and realizing the possible impact of that content may have on the lives of students. Teachers with such a stance use culturally relevant teaching consistently and effectively with diverse learners. Additionally, they are able to customize standards, practices, and tools based on the needs of their students—not just at the planning stages of curriculum implementation, but during implicit or explicit instruction and classroom management. Thus, this study utilizes qualitative …
Living Globally—Teaching Responsively: Stories From A Literacy Educator In China, Leslie Cavendish, Anne Swenson Ticknor
Living Globally—Teaching Responsively: Stories From A Literacy Educator In China, Leslie Cavendish, Anne Swenson Ticknor
The Journal of Balanced Literacy Research and Instruction
This research explores how one White Canadian elementary educator in an international school grapples cultural considerations in her multi-lingual, multinational classroom. Culturally responsive educators strive to incorporate student’s home literacies and funds of knowledge into classroom practices (Villegas & Lucas, 2002; González, Moll & Amanti, 2005). Complexities of reflecting on cultural bias and constructions are spotlighted within international teaching communities, where students and teachers are often from diverse backgrounds while living a third culture. Through narrative inquiry, we examine Leila’s shared personal stories and teaching experiences. We contextualize her stories, tensions and insights at an international school with ethnographic research …
Using Balanced Literacy For Delivering Culturally Relevant Pedagogy To Prepare Teachers: A 20-Year Perspective On Dreamkeepers, Nicholas Daniel Hartlep, Tatiana Joseph
Using Balanced Literacy For Delivering Culturally Relevant Pedagogy To Prepare Teachers: A 20-Year Perspective On Dreamkeepers, Nicholas Daniel Hartlep, Tatiana Joseph
The Journal of Balanced Literacy Research and Instruction
The purpose of this article is to highlight the teaching practices of two teacher educators who teach at universities in the Midwest. The authors detail the myriad ways in which they use a balanced literacy approach that is culturally relevant in their courses at Illinois State University (Normal, IL) and the University of Wisconsin-Milwaukee (Milwaukee, WI), to more effectively prepare PK-12 urban educators. The authors point to the demographic imperative, as shifting demographics continue, the need for highly effective teachers who can teach our nation’s culturally and linguistically diverse PK-12 students becomes ever more critical.
Editorial Introduction, Kenneth J. Fasching-Varner, Dr. Stan Barrera Iv
Editorial Introduction, Kenneth J. Fasching-Varner, Dr. Stan Barrera Iv
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
A Letter From The Chair Of Balanced Reading Instruction, Esther Fusco
A Letter From The Chair Of Balanced Reading Instruction, Esther Fusco
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
Text Review: Adolescent Literature, Deborah W. Addison
Text Review: Adolescent Literature, Deborah W. Addison
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
Text Review: Professional Development Text, Stephanie Grote-Garcia
Text Review: Professional Development Text, Stephanie Grote-Garcia
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
Text Selection For Read-Alouds: The Influence Of Topic In Children’S Discussions Of Literary Texts, Kim Skinner
Text Selection For Read-Alouds: The Influence Of Topic In Children’S Discussions Of Literary Texts, Kim Skinner
The Journal of Balanced Literacy Research and Instruction
In today's classrooms, the teacher’s text selection for read-alouds directly impacts students’ opportunities to systematically participate in higher order thinking about texts. This ethnographic study examined the discursive processes and practices over time of elementary students (and their teacher) before, during, and after teacher-led read-aloud discussions of literary texts in an after-school philosophy club. The study investigated the student opportunities for talking, thinking, and understanding provided by discussing the controversial topics of the texts. The analyses illustrate the consequences to student thinking and meaning-making when controversial texts are used in read-alouds as a springboard for discussion, as well as the …
Teachers’ Perceptions: Transitioning From Teacher-Selected Reading Materials To Implementing A Core Reading Program, Dana Reisboard, Annemarie B. Jay
Teachers’ Perceptions: Transitioning From Teacher-Selected Reading Materials To Implementing A Core Reading Program, Dana Reisboard, Annemarie B. Jay
The Journal of Balanced Literacy Research and Instruction
This article presents the results of a study that examined teachers’ implementation of a new basal reading program in six schools in an affluent northeastern school district. The purpose of this study was to determine teachers’ perceptions of the helpfulness of a basal reading program manual, their attitudes toward basal readers as a reading method, and to systematically examine teachers’ actual use of these materials. This mixed method descriptive study employed qualitative and quantitative data collection methods. Findings reveal that teachers hold favorable perceptions regarding the core reading program. Concomitantly these teachers have concerns about completing all aspects of the …
English Language Learners: Problems And Solutions Found In The Research Of General Practitioners Of Early Childhood, Douglas Bell, Barry L. Bogan
English Language Learners: Problems And Solutions Found In The Research Of General Practitioners Of Early Childhood, Douglas Bell, Barry L. Bogan
The Journal of Balanced Literacy Research and Instruction
Increasing numbers of English Language Learners (ELLs) in early childhood classrooms have created challenges for in-service teachers in the general education setting. Traditional teacher preparation programs tend to lack a curriculum that focuses on second language teaching and learning. This paper reviews the problems facing teachers with regard to teaching at the level of research based best practices for ELLs. In addition, a critical examination of the literature has yielded basic solutions for practitioners. These solutions encompass programmatic (classroom) aspects, teacher training, and classroom pedagogy. The authors have concluded that based on the present literature, more research is needed to …
The Evolution Of What’S Hot In Literacy, Jack Cassidy, Evan Ortlieb
The Evolution Of What’S Hot In Literacy, Jack Cassidy, Evan Ortlieb
The Journal of Balanced Literacy Research and Instruction
The annual What’s Hot, What’s Not in Literacy survey has served to highlight topics receiving attention in the field over the last 15 years. What we know as literacy has drastically shifted alongside advances in legislation, policy, and curriculum. As a result, what was once hot may subsequently receive less attention or even fall of the list entirely. So what happens to those topics that were once hot? Are they still valued enough by classroom teachers to warrant attention within their literacy programs? This article examines the context around previously hot topics and characterizes current teacher sentiments towards these topics …
Infusing Technology Into The Balanced Literacy Classroom, Jennifer Shettel, Kevin Bower
Infusing Technology Into The Balanced Literacy Classroom, Jennifer Shettel, Kevin Bower
The Journal of Balanced Literacy Research and Instruction
This article focuses attention on how technology is being utilized in classrooms, with an emphasis on literacy learning. The authors explore the integration of technology within a balanced literacy classroom and identify three levels of technology integration commonly found within a typical K-12 classroom. Specific examples are provided for each level and classroom vignettes from the second author’s classroom are utilized. In addition, the authors provide suggested resources throughout the article for further exploration.
A Letter From The Editors, Dr. Stan Barrera Iv, Kenneth J. Fasching-Varner
A Letter From The Editors, Dr. Stan Barrera Iv, Kenneth J. Fasching-Varner
The Journal of Balanced Literacy Research and Instruction
No abstract provided.
A Letter From The Chair Of Balanced Reading Instruction, Esther Fusco
A Letter From The Chair Of Balanced Reading Instruction, Esther Fusco
The Journal of Balanced Literacy Research and Instruction
No abstract provided.