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Articles 1 - 6 of 6
Full-Text Articles in Education
The Best Way To Learn A Pedagogy Is Practice: A Project-Based Learning Journey, Kelly C. Margot, Katherine Worden
The Best Way To Learn A Pedagogy Is Practice: A Project-Based Learning Journey, Kelly C. Margot, Katherine Worden
Michigan Reading Journal
Project based learning (PBL) is an instructional practice that gives students an opportunity to learn while focused on sustained inquiry. The teacher becomes a facilitator of learning by guiding students through an inquiry-process that includes authentic learning leading to a student-created product that will be shown to an authentic audience. Preservice teachers often lack exposure to this type of inquiry-based learning from their own school experiences and may be intimidated by this type of pedagogy. This manuscript tells the story of one English preservice teacher’s experience learning to be more comfortable with PBL and the role teacher education played by …
Building Sustainable Antiracist Coalition: Developing A Research Team For Studying Diverse Language And Literacy Practices At The University, Nicole L.G. Varty, Adrienne Jankens, Linda Jimenez, Anna Lindner, Mariel Krupansky
Building Sustainable Antiracist Coalition: Developing A Research Team For Studying Diverse Language And Literacy Practices At The University, Nicole L.G. Varty, Adrienne Jankens, Linda Jimenez, Anna Lindner, Mariel Krupansky
Language Arts Journal of Michigan
In the face of so many current challenges, teachers may feel overwhelmed at the thought of engaging in antiracist work, or they may be discouraged by seemingly slow progress. This article presents present a narrative of building and maintaining an antiracist research coalition across departments at our university. By grounding our work in the important work of key black scholars, we describe our process of naming whiteness, inviting collaboration, grappling with definitions, and even identifying a few small victories along the way. Members of our group contribute their voices and perspectives from across the past two years of developing our …
Factors For Success: Supporting Black Doctoral Students, Shondra L. Marshall, Clyde Barnett Iii, Quentrese Hinton, Courtney Brieann Morris
Factors For Success: Supporting Black Doctoral Students, Shondra L. Marshall, Clyde Barnett Iii, Quentrese Hinton, Courtney Brieann Morris
Language Arts Journal of Michigan
Myriad factors impact Black doctoral student lived experiences. Black doctoral students face unique challenges in educational institutions that are not shared by their White cohorts. This literature review surveys current scholarship about these challenges and the educational experiences that emerge from them. Using an intersectional framework, the authors review the extant literature from the perspective of four primary themes: socialization, mentoring, financial wellness, and belonging. The authors contend that improving practices related to each of these areas can result in improved experiences and outcomes for Black doctoral students as they matriculate through graduate programs.
Inquiry And Counter-Witnessing In Covid-19, Erica R. Hamilton, Deborah Vriend Van Duinen, Gretchen Rumohr
Inquiry And Counter-Witnessing In Covid-19, Erica R. Hamilton, Deborah Vriend Van Duinen, Gretchen Rumohr
Michigan Reading Journal
This essay focuses on the use of inquiry and counter-witnessing as a means of understanding our teaching identities, vulnerability, and productivity in the era of COVID-19. Based on our experiences as teacher educators at three separate institutions of higher education, we have come to value counter-telling and validating. As we share in this essay, working in COVID-19 has taught us, once again, that we must find, and model, courage and self-acceptance. In our teaching and administrative roles, we – along with other educators – can learn to speak our truths and experiences bravely. We hope that in so doing, others …
The Student Centered Approach Storied: What Students Have To Teach Us, Taylor A. Norman
The Student Centered Approach Storied: What Students Have To Teach Us, Taylor A. Norman
Language Arts Journal of Michigan
In this paper, the pedagogical method known as student centered instruction is storied. Classroom narratives, called pedagogical stories, are shared to inform the collective practice of teaching. Together, stories of classroom experiences speak in one voice (Coles, 2004). A voice that tells preservice teachers stories of what they might encounter when applying their learned methods to classroom practice; stories of classroom situations that aim to inform theory and method with practice. Through the use of classroom narratives, the author suggests that the student centered approach has a responsibility to culturally responsive teaching, especially in the language arts classroom.
A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer
A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer
Language Arts Journal of Michigan
It is essential that language arts classes make room for different voices, different cultures, and new settings for writing. This paper examines ideas and methods for expanding the discourse and refers to Morrison's Bluest Eye as a way to appreciate the dilemma our students face.