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Full-Text Articles in Education
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
“It Sounds Wrong” Vs. “I Would Be Curious”: Challenges In Seeing Students As Writers In A School-University Partnership, Anne Elrod Whitney, Nicole Olcese, Virginia Squier
Teaching/Writing: The Journal of Writing Teacher Education
This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.
“Practicing What We Teach In Writing Methods: Crossover Strategies For Preparing Elementary And Secondary English Language Arts Teachers”, Kia Jane Richmond, Allison Wynhoff Olsen, Matthew Kilian Mccurrie, Maureen Mcdermott
“Practicing What We Teach In Writing Methods: Crossover Strategies For Preparing Elementary And Secondary English Language Arts Teachers”, Kia Jane Richmond, Allison Wynhoff Olsen, Matthew Kilian Mccurrie, Maureen Mcdermott
Conference Presentations
Panelists shared writing methods assignments (digital documentaries, field journals, collaborative presentations, annotated bibliographies) that featured Graham and Perin’s (2007) 11 elements of effective writing instruction. Participants critiqued the assignments and discuss how pre-service teachers’ understandings of effective elementary and secondary writing instruction are transformed.
Long-Term Impact Of Teacher Training For Mexican English-Language Teachers, Rochelle Keogh
Long-Term Impact Of Teacher Training For Mexican English-Language Teachers, Rochelle Keogh
Graduate Theses and Dissertations
The purpose of this study was to determine the long-term impact of the Summer Workshop for English Teachers. Moving beyond participant satisfaction surveys and even measures of participant learning outcomes, this project sought to describe the ways that teachers implemented their program training after returning to Mexico and what affect that had in their classrooms, their schools, and the wider English-teaching community. I surveyed 203 former Summer Workshop participants and conducted focus group interviews with 18 more who attended the professional development training at a U.S. host institution between 2002 and 2013. The data showed that the participants were using …
Race, Culture And Agency: Examining The Ideologies And Practices Of Us Teachers Of Black Male Students, Quaylan Allen
Race, Culture And Agency: Examining The Ideologies And Practices Of Us Teachers Of Black Male Students, Quaylan Allen
Education Faculty Articles and Research
This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress.
Acts Of Courage: Leaping Into Mindful Music Teaching, Cathy Benedict, Patrick K. Schmidt
Acts Of Courage: Leaping Into Mindful Music Teaching, Cathy Benedict, Patrick K. Schmidt
Music Education Publications
The authors explore the idea of courage in the classroom focusing on two populations of teachers: pre-service undergraduate students and in-service teachers. They articulate their own paths toward their own understandings of facilitating and recognizing acts of courage and share how their educational and pedagogical experiences have led them to think differently about the opportunities of doing and being differently as teachers.
The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala
The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala
Education Faculty Articles and Research
Through a close reading of the talk of a self-identified critical educator of color, we explore the contradictions, possibilities, limitations, and consequences of this identity for teachers and teacher educators. We examine how the performances of particular critical educator of color identities problematically intertwine claims of Freirian pedagogy with crude dichotomizations of people as critical and non-critical. We explore how particular tropes limit the productive possibilities of being critical for other educators of color and erase the centrality of dialogue, reflexivity, and unfinishedness that define Freirian-inspired notions of being critical.
Dual Language K-2 Latina Teachers: Juxtaposing Linguistic Identities And Pedagogical Practices On The U.S.-Mexico Frontera, Brenda Oriana Fuentes
Dual Language K-2 Latina Teachers: Juxtaposing Linguistic Identities And Pedagogical Practices On The U.S.-Mexico Frontera, Brenda Oriana Fuentes
Open Access Theses & Dissertations
This ethnographic study explored the linguistic identities and pedagogical practices of Latina bilingual-certified K-2 teachers in a dual language (DL) program in the U.S.-Mexico border area. Drawing on sociocultural theory, methods of data collection and analysis focused on linking DL Latina teachers' identity formation with both their conceptions of teaching and their actual pedagogical practices related to language use. The findings from this study painted a portrait of how DL teachersâ?? languages, literacies, and identities intertwined to shape their pedagogical practice. The linguistic backgrounds of DL teachers on the border were shaped by country of origin and languages, schooling experiences, …
Traditional Methods Versus Tprs: Effects On Introductory French Students At A Medium-Sized Public University In The Midwestern United States, Rishani Samari Merinnage De Costa
Traditional Methods Versus Tprs: Effects On Introductory French Students At A Medium-Sized Public University In The Midwestern United States, Rishani Samari Merinnage De Costa
All Graduate Theses, Dissertations, and Other Capstone Projects
The purpose of this study was to measure the effectiveness of introducing a Teaching Proficiency through Reading and Storytelling (TPRS) approach in a French immersion classroom in comparison with a method which does not incorporate a story context within the lesson. This research was conducted in an introductory college level classroom setting. It is hypothesized that the language skills of the students in the experimental group using the TPRS method would show greater improvements on measures of listening, vocabulary, culture, grammar and writing abilities than those taught using methods which do not incorporate the story context. The research utilized a …