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Full-Text Articles in Education
Coding Protocol: Early Math Interventions In Informal Learning Settings: Attention To Literacy, Hannah Carter, Gena Nelson, Peter Boedeker
Coding Protocol: Early Math Interventions In Informal Learning Settings: Attention To Literacy, Hannah Carter, Gena Nelson, Peter Boedeker
Literacy, Language, and Culture Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 51 studies that met inclusion criteria for a systematic review. This systematic review focused on how literacy is incorporated into informal math intervention studies for children in preschool to third grade. We investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. We coded studies in this systematic review to answer the following research questions: (1) How is literacy incorporated? (2) What …
Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work, Hannah Carter, Jennifer Snow, Sara Digrazia, Sherry Dismuke
Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work, Hannah Carter, Jennifer Snow, Sara Digrazia, Sherry Dismuke
Literacy, Language, and Culture Faculty Publications and Presentations
School-university partnerships have been a space for simultaneous renewal and teacher development for decades (Darling-Hammond, 1994; Goodlad, 1994; Teitel, 2003). As a case in point, this article takes a deeper look at how school- and university-based teacher educators experience professional growth and negotiation of partnership contexts, roles, and responsibilities. Recognizing the complexity of teacher development across the professional lifespan, and the tensions of school-university partnership work, we explore the diverse roles and positions from which we come to the work of clinical supervision and school partnership work. To highlight the varied levels of development and professional growth in these hybrid …
Navigating The Terrain Of Third Space: Tensions With/In Relationships In School-University Partnerships, Susan D. Martin, Jennifer Snow, Cheryl A. Franklin Torrez
Navigating The Terrain Of Third Space: Tensions With/In Relationships In School-University Partnerships, Susan D. Martin, Jennifer Snow, Cheryl A. Franklin Torrez
Literacy, Language, and Culture Faculty Publications and Presentations
Using theoretical conceptions of third space and hybrid teacher education, we engaged in a collaborative self-study of our practices as university-based teacher educators working in student teaching partnership settings. We sought to understand the ways in which the hybrid teacher educator fosters and mediates relationships to work towards a collective third space. In this article, we describe the nature of relationships in our work, the tensions wrought by complexities of these relationships, and ways we negotiated tensions in order to foster relationships that productively mediated processes of teacher education. In addition, we propose a framework for moving beyond traditional notions …