Education Commons^™

Transnational Vietnamese: Language Practices, New Literacies, And Redefinition Of The “American Dream”, Nguyen Dao

Journal of Southeast Asian American Education and Advancement

The research focuses on the transnational literacy and language practices of a Vietnamese immigrant family in Midwestern United States. Drawing upon multiple bodies of contemporary research and conceptual frameworks, this investigation intends to go beyond transnational movements to indicate the complex nature of bi-literate, bilingual and bi-cultural development and the role of national and supranational ideologies, as well as to describe how the Vietnamese diaspora have mobilized their identities and in so doing, redefined the provoking term “the American Dream.”

Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards

Journal of Prison Education and Reentry (2014-2023)

Prison Pedagogies, Learning and Teaching with Imprisoned Writers

Edited by Joe Lockard and Sherry Rankins-Roberson

Syracuse University Press, New York, 2018

ISBN 9780815654285

Reviewed by JUNE EDWARDS

Mountjoy Prison, Dublin, Ireland

What’S The Story With Children’S Literature? A Content Analysis Of Children’S Literature Courses For Preservice Elementary Teachers, Laurie A. Sharp, Elsa Diego-Medrano, Betty Coneway

Reading Horizons: A Journal of Literacy and Language Arts

Developing knowledge and understandings related to children’s literature among preservice elementary teachers is a vital component of teacher preparation that should be addressed in a required course. The purpose of the present study was to identify essential learning outcomes addressed in children’s literature courses that were required coursework among elementary teacher preparation programs located in a Southern state. The goal was to discover “the story” in children’s literature coursework and determine to what extent current teacher preparation practices aligned with professional recommendations from recognized experts in the field. The present study employed a qualitative, directed content analysis approach that used …

Review Of Think Big With Think Alouds: A Three-Step Planning Process That Develops Strategic Readers, Susan J. Chambre

The Language and Literacy Spectrum

In Think Big with Think Alouds: A Three-step Planning Process That Develops Strategic Readers (2017), Molly K. Ness provides classroom teachers with a detailed three-step process for developing think aloud procedures during classroom literacy instruction. The book assists teachers in identifying stopping points in narrative and expository text. Ness also includes multiple scripted think alouds with comprehensive explanations for both narrative and expository text. Additionally, practical tips for promoting student adoption of higher order thinking skills are provided in the form of sentence starters and strategy symbols. The procedures outline in Think Big with Think Alouds will empower classroom teachers …

Transferable Digital Literacy Knowledge, Kiersten Greene

The Language and Literacy Spectrum

Expectations of teachers’ digital literacy knowledge have grown dramatically in the recent past. By many measures, it is an exciting time to be teacher! It is also quite daunting, as changes in technology move more rapidly than many of us can keep up. Through the exploration of local technology integration practices, this article offers a commentary on teaching, learning, and retaining digital literacy knowledge that can be applied across digital platforms, devices, programs, and ecosystems.

Tackling Literacy: A Collaborative Approach To Developing Materials, For Assessing Science Literacy Skills In Content Classrooms Through A Stem Perspective., Cynthia M. Mcmillen, Amy Graves-Demario, Deb Kieliszek

The Language and Literacy Spectrum

Abstract: Secondary science teachers outline strategies for developing, presenting, and assessing literacy skills in the content based classroom. A content-area literacy assessment was administered to over 400 students from grades 8-12. Using the data, literacy materials were developed that supported a variety of content areas. This article outlines the two year progress of this collaborative teacher group which includes the integration of reading materials from a novel, Andy Weir’s The Martian, and development of assessment questions related to this text that fostered middle and high school students’ ability to process prose, quantitative and documentative text and develop literacy in the …

Everyday Advocacy As Part Of Everyday Professionalism, Cathy A. Fleischer, Alaina Feliks, Melissa Brooks-Yip, Sarah Andrew-Vaughan

Language Arts Journal of Michigan

What would happen if we began to see advocacy as part of teachers’ professional identity, as an integral part of who we all are as teachers—not just in moments of crisis, but every day? This article demonstrates how three teachers have made everyday advocacy part of their identity after participating in advocacy training, by exploring the action plans they created surrounding issues of concern in their local contexts.

Book Review: Duran, C. (2017). Language And Literacy In Refugee Families. United Kingdom, Uk: Palgrave Macmillan. 226 Pp. Isbn: 978-1-137-58754-1, Nguyen Dao

Journal of Southeast Asian American Education and Advancement

Book Review by Nguyen Dao: Duran, C. (2017). Language and Literacy in Refugee Families. United Kingdom, UK: Palgrave MacMillan.

A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini

Empowering Research for Educators

Even though many novice teachers are prepared academically to deal with subject matter, many of them enter the teaching field unprepared for many of the other aspects of teaching such as dealing with grading programs, insurance claims, inventory and various other matters that differ from school-to-school. Often these new teachers feel isolated and unsupported and possibly do not realize what they do not know or the proper questions to ask. This results in nearly 29% of them leaving the field within their first three years and around 39% leaving within their first five years. This project proposes creating a teacher …

Reading Aloud: Children's Attitudes Toward Being Read To At Home And At School, Susan Ledger, Margaret K. Merga

Australian Journal of Teacher Education

: Whilst there exists a plethora of research about the benefits of reading aloud on children’s literacy development and a range of government reports highlighting the positive investment return on early intervention strategies such as reading aloud, most literature is presented from an adult perspective. Limited research exists on children’s attitudes toward being read to at home or school or the frequency of reading aloud practices that occur within these contexts. This mixed method study examines reading aloud practices in schools (N=21) and homes (N=220). It captures the attitude toward reading aloud practices from the viewpoint of 220 children aged …