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Articles 1 - 4 of 4
Full-Text Articles in Education
Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer
Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer
Curriculum & Instruction Faculty Publications
In this practitioner inquiry, the teacher researcher found that a culture of high-stakes testing had pervaded her diverse, urban seventh-grade students' conceptions of reading; students associated reading with tests and skills-based worksheets rather than pleasure. Using students' voices, passions, and interests, the teacher researcher broadened students' reading conceptions and abilities by introducing them to Langer's reading theory. Students used the theory to develop deep understandings of their own and others' reading needs, skills, and desires. Students constructed understandings of self as reader, found pleasure in constructing personalized reading skills and strategies, and reconstructed notions of reading to assert authority and …
Educators’ Beliefs About Appropriate Pedagogical Models For Spanish-Speaking Ells Who Differ In Home-Language And English-Language Literacy Abilities, Audrey Figueroa Murphy, Bruce Torff, David Sessions
Educators’ Beliefs About Appropriate Pedagogical Models For Spanish-Speaking Ells Who Differ In Home-Language And English-Language Literacy Abilities, Audrey Figueroa Murphy, Bruce Torff, David Sessions
Curriculum & Instruction Faculty Publications
Survey research (n = 366) examined educators’ beliefs about the efficacy of five pedagogical models (English as a second language (ESL) self-contained, ESL push-in, ESL pullout, bilingual, and dual language) for English language learners who differ in English literacy proficiency and home-language abilities (delimited to Spanish in this research). Dual language was preferred when students have high English proficiency; this effect was extremely strong for students who are also proficient in Spanish, and moderate when students’ Spanish skills are low. Bilingual education was moderately favored when English is low and Spanish is high. ESL self-contained was moderately favored when students …
Bridging Funds Of Knowledge In Learning To Teach: The Story Of A Japanese Pre-Service Teacher’S Authentic Teaching Practicum Experience, Seung Eun Mcdevitt, Miyuki Kurihara
Bridging Funds Of Knowledge In Learning To Teach: The Story Of A Japanese Pre-Service Teacher’S Authentic Teaching Practicum Experience, Seung Eun Mcdevitt, Miyuki Kurihara
Education Specialties Faculty Publications
The field of early childhood education and care has been in the forefront of setting the effort to increase diversity in its teaching force. Little is known about learning processes of teachers with diverse backgrounds in teacher education and what experiences and knowledge they bring to the field to educate and care for our youngest children. This qualitative case study tells stories of an Asian pre-service teacher during her process of becoming an early childhood educator through exploring her personal and cultural funds of knowledge based on her teaching practicum experiences. By listening carefully to her voice in her process …
Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky
Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky
Education Specialties Faculty Publications
This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities presented for expanding literacy practices traditionally not often available to lower-tracked students. Findings highlight the authorial stances and rhetorical force that this cohort of students employed in their multimodal designs, despite lack of regular opportunities to author texts and a schooling history of low expectations. We echo arguments for the importance of providing all students with opportunities to take positions …