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Florida International University
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Articles 1 - 6 of 6
Full-Text Articles in Education
Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe
Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe
Literacy Practice and Research
Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of student with dyslexia. As a results, states are responding with legislation for how reading should be taught. This study focuses on including the voices of teacher educators, who largely were not included in the process of informing legislation. It sought to understand their: (a) beliefs about dyslexia; (b) self-efficacy for working with students with dyslexia and other reading challenges; and (c) perceptions about their programs and dyslexia legislation.
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
Literacy Practice and Research
This literature review examined the relationship between the development of a teacher who writes (teacher-writer) and the phases of self-authorship, “the internal capacity to define one's beliefs, identity and social relations” (Baxter Magolda, 2001, p. 269). The narratives of three teacher-writer-authors show a correlation to Magolda’s self-authorship phases. The purpose of this examination was to explore the question: How might a writing support teachers in personally and professionally? Research suggests new teachers are unprepared for today’s classrooms. Could this unpreparedness may be related to a lack of self-authorship? Might a consistent writing practice propel teachers through the phases of self-authorship …
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Literacy Practice and Research
The field of literacy remains assailed by a persisting discrepancy between an increasing body of literacy research that honors the diversity in students’ practices juxtaposed against a persistent system of schooling and high-stakes assessment that has not been designed to draw from underrepresented students’ literate assets. This discrepancy has created a situation where teachers often receive well-intentioned instruction from literacy educators about how to address diverse literacy needs, but then, struggle to enact this instruction in the high-stakes testing environment of classrooms and schools where they have little autonomy. We argue in this essay that critical multilingual, critical multicultural and …
Preparing Contemporary Reading/Literacy Specialists: Pairing Research And Standards, Allison Swan Dagen, Aimee Morewood, Susan Taylor, Christina Glance, Angela Curfman, Kimberly Goletz
Preparing Contemporary Reading/Literacy Specialists: Pairing Research And Standards, Allison Swan Dagen, Aimee Morewood, Susan Taylor, Christina Glance, Angela Curfman, Kimberly Goletz
Literacy Practice and Research
The evolving role of the school-based reading/literacy specialist and the shifts necessary for programs preparing candidates for this role are addressed in this paper. We begin by sharing a brief history of the role as implemented in preK-12 schools, with a focus on contemporary responsibilities. Then, we present a detailed account of the program level decisions aligned with the International Literacy Association Standards for Literacy Professionals 2017 (2018) and programmatic elements research (Lacina & Block, 2011). We conclude this paper with recommendations and next steps for programs who focus on reading/literacy specialist preparation and implementation of the role in preK-12 …
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Literacy Practice and Research
In spite of the need for literacy educators to possess an understanding of the history of the field, such historical perspectives are often absent in current programs, even at the graduate level. Fortunately, embedding history in programs and courses can be done in a variety of meaningful, engaging, and simple ways. In this article we present and describe several approaches for instructors who want to embed or even expand history into current literacy courses. We organize these approaches into three areas: Inquiry-based learning, dramatic structures, and humanistic approaches.
Influencing Professional Practice Through Academic Service Learning (As-L):, Sharryn Larsen Walker, Anne Katz Ph.D.
Influencing Professional Practice Through Academic Service Learning (As-L):, Sharryn Larsen Walker, Anne Katz Ph.D.
Literacy Practice and Research
Findings related to the reflections of pre-service teachers in Family Literacy Events (FLE) as an Academic Service-Learning (AS-L) project are detailed. Pre-service teachers in the Southeast and Pacific Northwest were provided opportunities to bridge theory with practice and apply research-based approaches in community settings. Teacher candidates provided parents with language and literacy strategies and resources to assist them in creating high-quality home learning experiences. The teacher candidates’ reflections are categorized by basic tenets of AS-L, specifically Awareness, Engagement, Practice, Integration, and Reflection. Speculation as to how their reflections were affected by the prompts of their essays are discussed.