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Full-Text Articles in Education
Influencing Professional Practice Through Academic Service Learning (As-L):, Sharryn Larsen Walker, Anne Katz Ph.D.
Influencing Professional Practice Through Academic Service Learning (As-L):, Sharryn Larsen Walker, Anne Katz Ph.D.
Literacy Practice and Research
Findings related to the reflections of pre-service teachers in Family Literacy Events (FLE) as an Academic Service-Learning (AS-L) project are detailed. Pre-service teachers in the Southeast and Pacific Northwest were provided opportunities to bridge theory with practice and apply research-based approaches in community settings. Teacher candidates provided parents with language and literacy strategies and resources to assist them in creating high-quality home learning experiences. The teacher candidates’ reflections are categorized by basic tenets of AS-L, specifically Awareness, Engagement, Practice, Integration, and Reflection. Speculation as to how their reflections were affected by the prompts of their essays are discussed.
Some Suggestions For Volunteers Facilitating Literature Circles, Annmarie Alberton Gunn
Some Suggestions For Volunteers Facilitating Literature Circles, Annmarie Alberton Gunn
Literacy Practice and Research
As a former elementary teacher and now a literacy teacher educator, I like to get back into elementary classrooms. This year, I asked my child’s teacher if I could volunteer one day a week for an hour in any way that could be helpful. She agreed, and I was particularly excited when this exemplary classroom teacher asked me to facilitate literature circles with a group of third grade students.
Transformations In Teacher Candidates’ Development As Literacy Teachers In A Summer Literacy Camp: A Sociocultural Perspective, Janet Richards
Transformations In Teacher Candidates’ Development As Literacy Teachers In A Summer Literacy Camp: A Sociocultural Perspective, Janet Richards
Literacy Practice and Research
In this inquiry I applied an innovative sociocultural framework to explore transformations in preservice teachers’ development as literacy teachers as they worked with children at-risk in a summer literacy camp. The camp incorporated a community of practice model in which teams of master’s and doctoral students mentored small groups of preservice teachers. In this study I explored preservice teachers ’ learning following Rogoff’s (1995,1997) notions of the personal, interpersonal, and community planes of analysis. I also employed a postmodernist crystallization imagery to capture multiple perspectives on the preservice teachers’ growth as literacy teachers. The study assigns importance to the contextual …