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Full-Text Articles in Education
Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner
Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner
Reading Horizons: A Journal of Literacy and Language Arts
Preservice teachers (PSTs) often feel unprepared to utilize digital tools in meaningful ways that support learning in the elementary classroom. It is imperative that teacher preparation programs provide support in this area so that children can learn to use digital tools to communicate in the 21st century. Previous research suggests that the Technology Integration Planning Cycle (TIPC) can support teachers in making wise decisions related to the use of digital tools to support a literacy goal. In the present study, the authors examined how the TIPC can be used with PSTs as they develop technological, pedagogical, and content knowledge and …
Teacher Candidates’ Use Of Critical Literacy To Shift Thinking About Texts And Social Justice, Aimee Papola-Ellis
Teacher Candidates’ Use Of Critical Literacy To Shift Thinking About Texts And Social Justice, Aimee Papola-Ellis
Reading Horizons: A Journal of Literacy and Language Arts
It is essential to support teacher candidates in becoming culturally responsive and learning about social justice in the classroom as schools across the country become more culturally and linguistically diverse. In this qualitative study, the author looked at children’s literature as a way to support teacher candidates’ learning about critical literacy and social justice. Teacher candidates constructed an annotated bibliography of children’s texts centered around a topic of their choice. Findings suggest teachers increased their understanding and use of a critical literacy lens on the literature they selected and developed a deeper understanding of the potential connections between children’s texts …
Learning To Facilitate Highly Interactive Literary Discussions To Engage Students As Thinkers, Cheryl L. Rosaen, Amber Meyer, Stephanie Strachan, Jessica Meier
Learning To Facilitate Highly Interactive Literary Discussions To Engage Students As Thinkers, Cheryl L. Rosaen, Amber Meyer, Stephanie Strachan, Jessica Meier
Reading Horizons: A Journal of Literacy and Language Arts
Helping novices learn to facilitate interactive whole-class discussions is an important “high-leverage practice” for becoming an effective teacher due to its strong potential to increase students’ learning opportunities. A semester-long classroom-based assignment in a senior-level elementary literacy methods course supported preservice teachers in developing the practice of leading one text-based interactive literary discussion, along with learning to establish norms and routines for discussions, and to analyze instruction for the purpose of improving it. Analysis of 83 preservice teachers’ written work investigated their learning during the beginning stages of developing the complex practice of leading discussions. We propose a learning trajectory …
“It’S Just Too Sad!”: Teacher Candidates’ Emotional Resistance To Picture Books, Aimee Papola-Ellis
“It’S Just Too Sad!”: Teacher Candidates’ Emotional Resistance To Picture Books, Aimee Papola-Ellis
Reading Horizons: A Journal of Literacy and Language Arts
The use of critical literacy with children’s books that focus on social issues and disrupt the status quo can be a powerful way to create spaces for conversations with students about social justice and empowerment. Teacher candidates in a semester long children’s literature course were asked to respond to a range of children’s texts that dealt with many social issues and disrupted the commonplace. Despite an explicit emphasis on critical literacy and social justice, the candidates were very resistant to using many of the texts in their own future classrooms. They had strong emotional reactions that prevented them from consideration …