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- Reading Horizons: A Journal of Literacy and Language Arts (3)
- Australian Journal of Teacher Education (2)
- Journal of Media Literacy Education (2)
- Occasional Paper Series (2)
- Teaching/Writing: The Journal of Writing Teacher Education (2)
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- Empowering Research for Educators (1)
- Excelsior: Leadership in Teaching and Learning (1)
- Georgia Journal of Literacy (1)
- International Christian Community of Teacher Educators Journal (1)
- Journal on Empowering Teaching Excellence (1)
- Numeracy (1)
- The Interactive Journal of Global Leadership and Learning (1)
Articles 1 - 18 of 18
Full-Text Articles in Education
Predictive Measures Of Teacher Effectiveness During Student Teaching, Kristen M. Carlson
Predictive Measures Of Teacher Effectiveness During Student Teaching, Kristen M. Carlson
The Interactive Journal of Global Leadership and Learning
The student teaching semester of a teacher candidates career is performative in the need to impress a university supervisor, cooperating teacher, and pass any licensure required assessments. Two data collection points during this semester are from a required performance assessment (edTPA) and a perception survey (CM Exit). This article reviews the predictive validity of the two tools based on three years worth of data from one mid-sized, Midwestern teacher preparation program.
Building Excitement For Reading And Building New Friendships: Using Book Bistro With Pre-Service Teachers And Middle School Students, Erinn Bentley
Building Excitement For Reading And Building New Friendships: Using Book Bistro With Pre-Service Teachers And Middle School Students, Erinn Bentley
Georgia Journal of Literacy
This article describes a collaborative Book Bistro event between middle school students and pre-service English educators. Book Bistro is a strategy that promotes independent reading by gathering students in a café-like setting to discuss texts and perceptions through casual conversations. The purpose of this collaborative Bistro was two-fold: 1) To spark middle school students’ interest in self-selecting texts and engaging in independent reading, and 2) To allow pre-service teachers the opportunity to practice this strategy within an actual classroom. Responses from both the students and pre-service teachers indicated that this event positively impacted their interest toward reading and their relationships …
If I Knew Then What I Do Now: Fostering Pre-Service Teachers’ Capacity To Promote Expansive And Critical Conversations With Children’S Literature, Stephen Adam Crawley
If I Knew Then What I Do Now: Fostering Pre-Service Teachers’ Capacity To Promote Expansive And Critical Conversations With Children’S Literature, Stephen Adam Crawley
Occasional Paper Series
In this article, I reflect on my practices as a teacher educator and respond to the following questions: How do I foster the capacity of pre-service teachers to use children’s literature to promote expansive and critical conversations in the classroom? How do pre-service teachers report their stances and sense of preparedness when reflecting on the course? To address these questions, I share two strategies I employed in my undergraduate course for elementary education majors: 1) emphasizing children's literature as windows and mirrors and 2) considering stakeholder responses. For each strategy, I include preservice teachers’ (PTs’) statements that reflect how the …
What Do You Do When You Don't Know How To Respond? Supporting Pre-Service Teachers To Use Picture Books To Facilitate Difficult Conversations, Kathryn Struthers Ahmed, Nida Ali
What Do You Do When You Don't Know How To Respond? Supporting Pre-Service Teachers To Use Picture Books To Facilitate Difficult Conversations, Kathryn Struthers Ahmed, Nida Ali
Occasional Paper Series
In this paper, the authors – a preservice teacher (PST) and a teacher educator – consider how teacher education might better prepare PSTs to use picture books to facilitate difficult conversations in elementary classrooms. They share missed opportunities from their own experiences in a fourth-grade fieldwork classroom and in a graduate-level elementary literacy methods course where they felt unprepared to respond to students’ comments about “controversial” topics. They reimagine how these experiences might have been transformed to be more educative for PSTs, first by considering how they could have responded more thoughtfully in the moment and then by thinking about …
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
Teaching/Writing: The Journal of Writing Teacher Education
The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …
Assessment Of Pre-Service Teacher Dispositions, Elizabeth Bradley, Patricia Isaac, Joseph King
Assessment Of Pre-Service Teacher Dispositions, Elizabeth Bradley, Patricia Isaac, Joseph King
Excelsior: Leadership in Teaching and Learning
Measurement of pre-service teacher dispositions is an important part of teacher preparation programs. A strong correlation exists between dispositions of teachers and the quality of their student’s learning. Teachers, in addition to sharing content knowledge, are responsible for demonstrating and sharing core values relating to virtues such as honesty, justice, fairness, care, empathy, integrity, courage, respect, and responsibility, and these values must guide their own conduct and interpersonal relations. As teachers serve pupils who are minors, their conduct and potential to serve effectively and ethically in the profession must be evaluated. However, a thorough faculty-led instrument to assess pre-service teacher …
Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2
Full Issue: Journal On Empowering Teaching Excellence, Volume 4, Issue 2
Journal on Empowering Teaching Excellence
The full Fall 2020 issue (Volume 4, Issue 2) of the Journal on Empowering Teaching Excellence.
The Learner Profiles Of Novice Literacy Coaches, Lisa L. Ortmann, Katherine Brodeur, Susan Massey
The Learner Profiles Of Novice Literacy Coaches, Lisa L. Ortmann, Katherine Brodeur, Susan Massey
Reading Horizons: A Journal of Literacy and Language Arts
Literacy coaches need support developing their professional capacities for coaching (Kern et al., 2018). This study explored the ways novice literacy coaches developed literacy coaching discourses during coursework in two reading specialist master’s degree programs. Through qualitative and discourse analysis of transcribed coaching videos and assignments, novice literacy coaching discourse was compared to professional literacy coaching discourse. Findings revealed candidates used coaching language and stances with varying degrees of success, but the discourse of novice and professional differed greatly. Five learner profiles of novice literacy coaching are presented: the interviewer, the role-player, the curious learner, the cheerleader, and the natural …
Encounter And Counter: Critical Media Literacy In Teacher Education, Rick Marlatt
Encounter And Counter: Critical Media Literacy In Teacher Education, Rick Marlatt
Journal of Media Literacy Education
This practitioner article describes the recent implementation of critical media literacy (CML) activities in secondary teacher education at a large university in the Southwestern United States. Preservice teachers in a content area literacy course analyzed a variety of media coverage of events that occurred near their university. Using an analytical framework for approaching texts, images, and messages, preservice teachers practiced critical exploration of media sources and motivations while articulating hidden figures of power and authority behind the dissemination of content for public consumption. Highlighting the pursuit of independent media and the cultivation of intellectual self-defense, this “Voices from the Field” …
A Critical Disability Studies Reading Of Beauty And The Beast: Détournement In Pedagogical Practice, Nicole Eilers
A Critical Disability Studies Reading Of Beauty And The Beast: Détournement In Pedagogical Practice, Nicole Eilers
Journal of Media Literacy Education
Disney’s interpretation of the fairy tale, Beauty and the Beast, and the decisions made to include or exclude certain key elements of the original plot, provide insight into how ideas about what it means to be human have changed over time. Specifically, a critical disability studies reading of Beauty and the Beast brings to light the taken-for-granted category of disability as a social construct, the ever-shifting indicators of an individual’s normality/Otherness, and the socio-historical context that results in such distinctions. The intent of this paper is to (1) explain the theoretical framework behind a détournement, or counter-text, I created …
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Teaching/Writing: The Journal of Writing Teacher Education
What does it mean to “keep things going online” in an undergraduate teacher education course on teaching writing? In this article, a teacher educator describes how, in consultation with her students, she adapted a secondary English methods course on teaching writing to teach it online. While highlighting and celebrating what worked, she also reflects on lessons learned and teaching questions that continue to persist.
Development And Assessment Of A Continuing Education Unit In Quantitative Literacy For High School Stem Teachers, Craig P. Mcclure
Development And Assessment Of A Continuing Education Unit In Quantitative Literacy For High School Stem Teachers, Craig P. Mcclure
Numeracy
Influencing the teaching of quantitative literacy at all levels of education can be difficult due to the many demands placed on educators. In a continuing education course, public high school science teachers participated in a pilot study of a program on quantitative literacy, involving defining quantitative literacy, how it is beneficial to students, examples of quantitative literacy education, and how it may be supported in the science classroom. Surveys administered before and after the unit indicate an improvement in the teachers’ understanding of quantitative literacy, and a follow-up survey indicates that the unit impacted classroom practice. Results support the conclusion …
Using Visual Journals As A Reflective Worldview Window Into Educator Identity, Christina Belcher, Terry Loerts
Using Visual Journals As A Reflective Worldview Window Into Educator Identity, Christina Belcher, Terry Loerts
International Christian Community of Teacher Educators Journal
This ethnographic case study research and content analysis presents the conclusion of a three-year study involving 37 teacher candidate participants across a three-year study within a two year (2 semester program) Bachelor of Education program at a university in Ontario, Canada. Each academic year participants were intentionally given time over two semesters of literacy courses to engage in literacy practices and knowledge of self through the use of multimodal visual journals. Candidates reflect on their conceptions of literacy, teaching, identity and worldview within an institution grounded in the Christian faith. Findings, philosophical ponderings and content analysis suggest that the identity …
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Reading Horizons: A Journal of Literacy and Language Arts
Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This qualitative study investigated PSTs’ perceptions and attitudes about teaching diverse students after a series of modeled lessons. Analysis revealed that over the course of the semester PSTs either continued to focus on barriers related to equitable teaching, began to discuss new possibilities for teaching, or were ready to enact the practices they had …
Lessons From The Field: A Collection Of Findings From Teacher Candidate Field Experiences, Tony Durr
Lessons From The Field: A Collection Of Findings From Teacher Candidate Field Experiences, Tony Durr
Empowering Research for Educators
No abstract provided.
Learning To Teach Reading Responsively Through Tutoring, Jodi Nickel, Scott Frederick Hughes
Learning To Teach Reading Responsively Through Tutoring, Jodi Nickel, Scott Frederick Hughes
Reading Horizons: A Journal of Literacy and Language Arts
This article describes a community service learning collaboration between a teacher education program and a nonprofit literacy society. Seventeen teacher candidates (TCs) tutored young readers weekly for seven months as part of their course-related field experience and completed reflective assignments analyzing their own learning and the learning of their tutees. The study demonstrates how the tutoring experience enhanced the pedagogical competence of TCs (kid-watching, assessment, instruction, responsiveness, professional conversations, and affirmation of impact). These findings align with contemporary research in literacy teacher preparation, which identifies that the combination of coursework and tutoring is effective in promoting the integration of TC …
Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain
Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain
Australian Journal of Teacher Education
The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to …
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Australian Journal of Teacher Education
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the …