Education Commons^™

Preserving Social Justice Identities: Learning From One Pre-Service Literacy Teacher, Anne Swenson Ticknor

Reading Horizons: A Journal of Literacy and Language Arts

Identities that include social justice stances are important for pre-service teachers to adopt in teacher education so they may meet the needs of all future students. However maintaining a social justice identity can be difficult when pre-service teachers are confronted with an evaluator without a social justice stance. This article examines how one pre-service teacher preserved a social justice identity by actively resisting racial and cultural stereotypes of students in her student teaching field experience. Analysis of language data illustrates that pre-service teachers can enact social justice pedagogy in elementary classrooms and preserve a social justice identity. This report reveals …

Elementary Teachers' Sense Of Self Efficacy And Professional Development Experiences Of Teaching Informational Text, Mary Desiree Lee

Dissertations

According to the International Reading Association, becoming a successful citizen in one’s career and personal life requires the use of literacy skills (International Reading Association, 1999). However, students in the United States have scored low on the literacy portions of the National Assessment of Educational Progress and the ACT prompting the National Governor’s Association to author a set of standards with a goal of providing students a balance between narrative and informational text (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). Scores were below the national average in the southeastern region of the United …

The Hyperreality Of Daniel Boorstin, Stephanie L. Viens

Journal of Media Literacy Education

Early media theorists can help us to link the past and present of media literacy to pose new questions and gain new knowledge. Historian, author and Librarian on Congress Daniel Boorstin (1914 – 2004) played an important role in increasing public awareness of the constructed nature of media representations. Connections are explored between constructed reality, technological advances, media literacy education, and the current work of media scholar Douglas Rushkoff on presentist society. Daniel Boorstin helped recognize the changing nature of knowledge in an image-saturated environment and influenced a new generation of theorists, scholars and educators who have advanced the …

Why History Matters For Media Literacy Education, Michael Robbgrieco

Journal of Media Literacy Education

The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of Media&Values magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed …

Reforming High School American History Curricula: What Publicized Student Intolerance Can Teach Policymakers, Douglas E. Abrams

Faculty Publications

This article concerns the way public high schools teach American history under curricula and standards mandated by state law. “We’re raising young people who are, by and large, historically illiterate,” says David McCullough, the dean of American historians.

The article describes three recent nationally publicized incidents in which high school students belittled lynching and the Trail of Tears, evidently without appreciating the episodes’ legal and historical significance to African Americans and Native Americans respectively. Standards and textbooks typically recognize diversity and multiculturalism, but research and surveys indicate that classroom teachers frequently sanitize or avoid discomforting topics that might trigger complaints, …

Connecting Schools And Community With Real World Science Through Technology To Promote Environmental Literacy, Erin Mcmahon

Culminating Projects in Teacher Development

No abstract provided.

Response To Intervention At The Secondary Level: The Effectiveness Of A Tier One Model, Kimberly A. Berliner

Master of Education Program Theses

Research on the effectiveness of Response to Intervention (RtI) models used at the secondary level is limited. Most studies focus primarily on elementary settings. In addition to this, states vary in their progression through RtI implementation process. This study seeks to look at one model implemented at a high school with the purpose of increasing literacy for freshman and sophomore students. The study seeks to determine what are the most effective methods for implementing RtI and who should be tasked with the various roles within implementation.

Families Of Struggling Readers In The Accountability Era: A Collective Ethnographic Case Study Of Literacy Engagement And Interaction In The Home And School, Sarah Lynn Swauger

Doctoral Dissertations

This collective case study uses ethnographic methods to explore the literacy engagement and school interactions of two families of struggling adolescent readers within the accountability era following the No Child Left Behind Act of 2001, a time period where there have been as yet few studies (e.g. Compton-Lilly, 2009) focused on family literacy. Formal and informal interviews with students and their guardians as well as observations and document analysis were the main data sources. Results illuminated the influence of school policies and curricula on students’ families’ interactions and identities (Tajfel & Turner, 1986). The researcher found that families lacking cultural …

A Preliminary Investigation Of The Effects Of A Professional Development Training On Secondary Students' Reading Scores, Shannon Follett

Masters Theses & Specialist Projects

Much of the emphasis on interventions to improve literacy skills has been focused on the primary grade levels. Over the last decade, an increasing amount of research has stressed the need for effective reading interventions for adolescents. However, little research has evaluated effective professional development of secondary teachers in the area of literacy. The current study examines the results of embedded teacher professional development in the form of an intensive summer reading program on student reading achievement. Students reading below the 50^th percentile at the end of seventh and ninth grades were identified. The final sample consisted of 92 …

An Exploratory Critical Study Of Questioning Strategies Posed By Early Childhood Teachers During Literacy Blocks, Angela H. Baker Ms.

Electronic Theses and Dissertations

The purpose of this study was to examine the cognitive types and functions of questions orally posed by early childhood teachers in kindergarten through 3rd grade during a 90-minute literacy block. The cognitive types of questions were determined by the criteria established using Hess’ Cognitive Rigor Matrix (Hess, Jones, Carlock, & Walkup, 2009). The functions of the posed questions were determined by criteria based on the work of Costa (2001), Hughes (as cited in Fusco, 2012), and Lowery (as cited in Fusco, 2012). This study examined questioning strategies used by 12 early childhood teachers from a Northeast Tennessee School District. …

The Reading And Writing Connection: Merging Two Reciprocal Content Areas, Renee Moran, Monica Billen

Georgia Educational Researcher

The purpose of this article is make connections between two content areas, reading and writing, which have traditionally been separated and consider the relationship between their theoretical underpinnings. Based on their reciprocal nature, the authors posit that students could greatly benefit by reading and writing being taught simultaneously. Relying on this premise, this article provides the reader with three practical strategies that could be applied in the literacy classroom to intertwine reading and writing. These practical strategies include: classroom blogs, graphic depictions, and pen pal responses to literature.

Promoting Cultural Heritage Through Video, Claudia J. Dold

Claudia J. Dold

Cultural heritage is an ephemeral commodity: If it is not preserved, it will disappear. Capturing cultural heritage on video uses current technology that offers exciting opportunities for librarians. They may record, document, and preserve cultural heritage, including the local languages, in their archives.

Fidelity Of Implementation, Teacher Perspectives And Child Outcomes Of A Literacy Intervention In A Head Start Program: A Mixed Methods Study, Dawn Davis

College of Education and Human Sciences: Dissertations, Theses, and Student Research

The success of early childhood interventions have been influenced by the degree to which they were implemented with fidelity (e.g., Davidson, Fields & Yang, 2009; Dusenbury, Brannigan, Falco, & Hansen, 2003; Elliot & Mihalic, 2004), meaning “the degree to which teachers and other program providers implement programs as intended by the program developers” (Mellard & Johnson, 2008, p. 240). This study examines relations among implementation fidelity, teacher characteristics, their perceptions, and child literacy outcomes within a preschool literacy intervention using a mixed methods design.

This study examines child literacy outcome data from 247 preschool children and fidelity, perceptions and demographic …

The Creation Of A Ninth Grade Literacy Course: One Teacher's Experiences In Teaching A Standards-Based Literacy Course, Katie Gray Keating

Masters Theses & Specialist Projects

This study examined one teacher’s experience with teaching a ninth grade literacy course. In response to consecutively low reading test scores, the administration in a rural high school in South Central Kentucky established a literacy course for all ninth grade students. This research illustrates the teacher’s implementation and instruction of that course. In addition, the research investigates how the results of a formal reading assessment might be used to improve the reading course in the future.

Determining Data Information Literacy Needs: A Study Of Students And Research Faculty, Jake R. Carlson, Michael Fosmire, Chris Miller, Megan R. Sapp Nelson

Michael Fosmire

Researchers increasingly need to integrate the disposition, management and curation of their data into their current workflows. However, it is not yet clear to what extent faculty and students are sufficiently prepared to take on these responsibilities. This paper articulates the need for a data information literacy program (DIL) to prepare students to engage in such an “e-research” environment. Assessments of faculty interviews and student performance in a geoinformatics course provide complementary sources of information, which are then filtered through the perspective of ACRL’s information literacy competency standards to produce a draft set of outcomes for a data information literacy …

Moving Toward Equitable, Accessible, And Relevant Mathematics For All. A Book Review Of Rethinking Mathematics: Teaching Social Justice By The Numbers, Lauren Provost

Democracy and Education

A book review of Rethinking Mathematics: Teaching Social Justice by the Numbers, edited by Eric Gutstein and Bob Peterson.

The Need For Media Education In Democratic Education, Jeremy Stoddard

Democracy and Education

Despite the potential for media and technology to act as a democratizing force and the challenges to democracy posed by partisanship and the explosion of political media spending, media education and the preparation of active citizens in schools is virtually nonexistent. This essay presents the case for revitalizing media education for the age of digital media as a tenet of democratic education and outlines an agenda for teacher education, curriculum integration, student engagement, and research.

The 'Literacy' Idea, Ross Turner

Assessment GEMS

A central reason why researchers and practitioners refer to domain literacy is to draw attention to the kinds of things students learn in the domain. In a traditional learning domain the focus might be on the acquisition of discrete facts, skills and procedures that have little obvious connection or utility. In a learning domain with a literacy orientation, the focus is on applying the domain’s facts, skills and procedures to support creativity and inventiveness, to solve novel problems and to deal with the kinds of challenges that life presents outside the classroom. In the case of mathematics, for example, a …

Acer Senior Years Learning Framework: Standard Level Course Manual, Doug Mccurry

Curriculum development and review

The Senior Years Learning Framework (SYLF) is a new national program developed by the Australian Council for Educational Research (ACER) for students in the final years of secondary school. The SYLF was designed to provide a broad learning experience integrating personal development and academic skills with an extended practical workplace component. SYLF Standard has been designed for students interested in moving directly to work or further vocational education at the completion of secondary school. This stream has an emphasis on the development of literacy, numeracy and ICT literacy skills. SYLF Advanced is a framework for study that is tailored for …

Teaching Reading: A Shared Vision And A Shared Responsibility 2012-2013: Principals As Literacy Leaders In Ceo Schools, Deslea Konza, Paul Woodley, Sam De Leo, Helen Dixon

Research outputs 2014 to 2021

The PALL Plus professional learning and research project was a collaborative effort between the Fogarty Learning Centre at Edith Cowan University and 16 Catholic primary schools within the Western Australian Catholic Education Office (CEO). It was initiated by the principal of Star of the Sea Primary School, Tim Emery, who coordinated involvement of the other schools and managed contractual responsibilities on behalf of the CEO. The project was based on the Principals as Literacy Leaders (PALL) pilot project funded by the Commonwealth Government in 2009-2010, and originally developed in partnership with the Australian Primary Principals Association, Griffith University and the …