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Articles 31 - 40 of 40
Full-Text Articles in Education
“Pockets Of Hope”: Changing Representations Of Diversity In Newbery Medal–Winning Titles, Kathleen A. Paciga, Melanie D. Koss
“Pockets Of Hope”: Changing Representations Of Diversity In Newbery Medal–Winning Titles, Kathleen A. Paciga, Melanie D. Koss
Reading Horizons: A Journal of Literacy and Language Arts
Newbery Medal–winning books provide cultural models for children’s developing cultural understandings of themselves and others. This article presents results of a critical content analysis that used sociocultural and historical lenses to examine representations of race/ethnicity, gender, and ability of main characters across the Newbery-winning corpus and how these representations have changed over the history of the award, 1922–2019. Findings present a lack of consistent diverse representation across all fields, with increased diverse representation in the most recent decades. The discussion contextualizes findings against historical events. Understanding the representations of diversity in these texts and the historical contexts within which such …
The Status Of Phonics Instruction: Learning From The Teachers, Sherry Sanden, Deborah A. Macphee, Luminita Hartle, Stephen Poggendorf, Caleb Zuiderveen
The Status Of Phonics Instruction: Learning From The Teachers, Sherry Sanden, Deborah A. Macphee, Luminita Hartle, Stephen Poggendorf, Caleb Zuiderveen
Reading Horizons: A Journal of Literacy and Language Arts
Increasingly alarmed by instructional mandates more founded on journalistic rhetoric and popular opinion than on research findings or practitioner expertise, researchers gathered survey data from teachers to better understand the status of K–2 phonics instruction. Data demonstrate that the overwhelming majority of these K–2 teachers teach phonics, rely on a published curriculum, and teach phonics in systematic and explicit ways. These findings contradict media assertions that reading classrooms are largely devoid of phonics instruction and that teachers fail to include phonics as an important element of their reading instruction. Implications include calls for researchers to explore what teachers can share …
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Building Community In An Asynchronous Write-To-Learn Course, Mary K. Tedrow
Teaching/Writing: The Journal of Writing Teacher Education
This study examines one online asynchronous course, Writing in Literature, devised by the researcher to determine the potential for building a student-centered course functioning as a learning community in spite of the limitations of the lack of shared space or time. The course was examined via student surveys that qualified experiences within the course as well as a review and coding of end-of-course student reflections. The survey and reflective commentary indicate that it is possible for an asynchronous course to effectively build a vibrant learning community. The learner to learner, learner to instructor, and learner to content framework recommended …
First-Year-Composition Writing Conferences As A Pathway For Becoming Graduate Teaching Assistants, Meng-Hsien (Neal) Liu
First-Year-Composition Writing Conferences As A Pathway For Becoming Graduate Teaching Assistants, Meng-Hsien (Neal) Liu
Teaching/Writing: The Journal of Writing Teacher Education
Notwithstanding a veritable avalanche of scholarship in the past decades of the writing conference (WC), these studies tend to concentrate exclusively on the WC engagement done by secondary-school writing instructors or by senior faculty members and/or specialized instructors at the tertiary level. Little has been done on how first-year-composition graduate teaching assistants (FYC GTAs) establish their unique identity roles as GTAs. This current research study, through a qualitative case-study design, aims to further the understanding of two FYC GTAs’ identity formation at a large Midwestern university in the U.S. through the interconnectedness between WCs and institutional spaces. Methods included researcher …
An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs
An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs
Teaching/Writing: The Journal of Writing Teacher Education
When teachers collaborate around student writing with the support of a literacy coach, their practice becomes more intentional, and their students grow as writers. The aim of this study was to explore writing teachers’ language and practice as they engaged in a professional learning community around a single unit of study for poetry writing with the support from a coach. The findings reveal a recursive process of collaborative professional learning that includes the following phases: assess, analyze, teach, reflect, adjust. Through job-embedded coaching combined with the structure of a Professional Learning Community (PLC), teachers acted more agentively in their planning, …
“I Kind Of Pushed Back”: Efficiency And Urgency In A No-Excuses Writing Curriculum, Katie Nagrotsky
“I Kind Of Pushed Back”: Efficiency And Urgency In A No-Excuses Writing Curriculum, Katie Nagrotsky
Teaching/Writing: The Journal of Writing Teacher Education
Drawing on the concept of structuring contexts (Berchini, 2016) this article explores a white teacher’s understanding of teaching writing in a no-excuses charter management organization network. Through a deductive analysis, the author traces how the teacher’s beliefs about language were shaped by the CMO’s emphasis on efficiency, influencing how he acted on and adapted centralized curriculum and assessment practices. Documenting the ways that whiteness works within the writing curriculum and assessment practices despite stated broader organizational commitments to culturally relevant teaching, the author shows how the curriculum appropriated texts written by People of Color while the assessment practices prioritized correctness …
Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble
Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble
Teaching/Writing: The Journal of Writing Teacher Education
A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Eating Pizza With Chopsticks: Discovering Flavorful Truths About Writing, Jennifer K. Allen
Teaching/Writing: The Journal of Writing Teacher Education
The teaching of writing often brings about feelings of tension and trepidation. In the age of accountability, teachers feel pressured to succumb to test-based writing practices that stifle student creativity and cause both teachers and students to disconnect from the joy of writing. In addition, teachers sometimes shy away from teaching writing because they are not confident as writers themselves and they question their ability to effectively teach writing. Using a tangible analogy that emerged from a writing partnership between elementary writers and pre-service teachers, this article explores specific truths about writing that can transform a classroom of students into …
Conflict, Politics, And Self-Censorship: Psts And Their Struggles With Writing As Civic-Engagement, Mike P. Cook, Gail Harper Yeilding
Conflict, Politics, And Self-Censorship: Psts And Their Struggles With Writing As Civic-Engagement, Mike P. Cook, Gail Harper Yeilding
Teaching/Writing: The Journal of Writing Teacher Education
This collective case study of five secondary English language arts (ELA) pre-service teachers (PSTs) examined the ways they used writing as avenues for civic engagement. Two questions guided this inquiry: 1) In what ways does a composition course focused on writing as civic engagement impact PSTs’ views of civically-engaged writing? 2) In what ways does a composition course focused on writing as civic engagement impact PSTs as writers of civically-engaged texts? Findings suggest the PSTs experienced a variety of conflict as writers and future teachers of writing. These conflicts often connected to the PSTs’ struggles to view teachers and teaching …
Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci
Structured Pathways, Reinforced Plans: Exploring The Impact Of A Dual Enrollment Program On The College Choice And Career Interests Of Future Teachers Of Color, Jennifer M. Johnson, Joseph H. Paris, Juliet D. Curci
Journal of College Access
In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a “Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we …