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Full-Text Articles in Education
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Bilingual and Literacy Studies Faculty Publications and Presentations
Whitacre (2019) and Curtis (2017) found that participants’ efficacy impacted their writing instruction and ability to engage students. We share our experiences with a professional development program aimed to improve teacher efficacy and literacy of elementary teachers. In this professional learning network, the Study of Early Literacy (SOEL), a higher percentage of teachers reported to a Hanover Research survey that they felt less confident in teaching writing than other areas of literacy. To address this need, one of the authors developed a subgroup to specifically address the teaching of writing with an inquiry-based action research component. Most of the teachers …
Writing Instruction In China: Challenges And Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, Buyi Wang
Writing Instruction In China: Challenges And Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, Buyi Wang
Bilingual and Literacy Studies Faculty Publications and Presentations
This qualitative study examined the current writing instruction in 1-12 level education with the data collected in three Chinese cities. The data from the Interviews of teachers and teacher-educators at different levels and from classroom observations at upper elementary to high schools in three metropolitan cities across China provide insights into 1-12 writing instruction in contemporary China. To further reveal the efforts taken by writing teacher under China’s high-stakes testing culture, this paper also presented a case study of an exemplary 10th grade writing teacher, who took tremendous efforts in nurturing true readers and writers in his classroom under the …
“We Listened To Each Other:” Social-Emotional Growth In Literature Circles, Elena M. Venegas
“We Listened To Each Other:” Social-Emotional Growth In Literature Circles, Elena M. Venegas
Bilingual and Literacy Studies Faculty Publications and Presentations
Literature circles undoubtedly foster literacy. Yet successful participation in literature circles requires social and emotional competence of students. This article presents findings from a study of a fifth-grade student who demonstrated social-emotional growth while participating in literature circles. Specifically, growth in intrapersonal and interpersonal skills such as self-management, social awareness, social metacognition, and empathy were evident. These findings suggest that literature circles not only foster literacy but also social-emotional learning.
Understanding Diverse Bilingual Learners: The Need For A Transdisciplinary Lens, Amy Weimer, Mario Gil, J. Joy Esquierdo
Understanding Diverse Bilingual Learners: The Need For A Transdisciplinary Lens, Amy Weimer, Mario Gil, J. Joy Esquierdo
Bilingual and Literacy Studies Faculty Publications and Presentations
The chapter synthesizes findings from diverse disciplinary perspectives to make the case that we need a new lens to better serve the diversity of bilingual learners. Drawing upon theories and findings from studies by educators, child developmentalists, and neuroscientists, but moving beyond any one disciplinary perspective, the authors aim to create a unity of new knowledge developed of theories from across disciplines. This approach is exactly what is needed to address the complexity of factors surrounding bilingual learners. Taking a transdisciplinary approach will allow us to move closer toward an understanding of the many factors affecting bilingual children and families, …
Magnifying English Language Learners' Success Through Culturally Relevant Teaching And Learning Frameworks: Acknowledging The Multidimensional Implications On Language, Literacy, And Learning, Isela Almaguer
Bilingual and Literacy Studies Faculty Publications and Presentations
There is a need to amplify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework that encompasses social justice. Specifically, framing the chapter through the lens of the sociocultural theory to better recognize, acknowledge, and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency, so we must rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require more empowering and engaging …
“It’S Making Me A Better Teacher.” Transforming Latinx Teacher Candidates Clinical Field Experiences In A Hispanic Serving Institution, Sandra I. Musanti, Alma D. Rodriguez, Patricia Alvarez Mchatton
“It’S Making Me A Better Teacher.” Transforming Latinx Teacher Candidates Clinical Field Experiences In A Hispanic Serving Institution, Sandra I. Musanti, Alma D. Rodriguez, Patricia Alvarez Mchatton
Bilingual and Literacy Studies Faculty Publications and Presentations
This manuscript explores the outcomes of a university-district partnership that provides Latinx teacher candidates with a yearlong clinical experience as the culmination of their teacher preparation. Qualitative data collected as part of a mixed methods study were analyzed to determine how Latinx teacher candidates and cooperating teachers understand learning to teach, and perceptions of the partnership. Results show an emphasis on mastering routines, learning to teach through observation, and reciprocal growth derived from their mentoring relationship. Salient is the tendency to homogenize Latinx students and a reductionist vision of diversity. The authors explore the positionality of culture and language in …