Education Commons^™

Reflecting On And Embracing The Complexity Of Literacy Theories In Practice, Christine Lare, Katarina N. Silvestri

The Language and Literacy Spectrum

This paper responds to the need to support complexities of literacy instruction by identifying and illustrating teaching strategies used by a practicing special education teacher rooted in a multi-theoretical approach to teaching literacy. We argue the importance of teaching from multiple theoretical standpoints and utilizing student-centered, asset-based approaches to pedagogy, assessment, and learning relating to literacy. We share our multi-theoretical approach to understanding and teaching literacy, defining literacy and its complexities. Then, we illustrate several teaching practices including using growth mindset, implementing asset-based data collection, utilizing feedback, and integrating inquiry-based learning that ultimately supports the cultivation of empowered literacy learners …

Learning While Building: Enhancing Opportunities For Teacher Candidate Development Within Professional Development Schools Through Programmatic Analysis, Valerie Widdall 7532451, Andrea Lachance, John M. Livermore

Journal of Inquiry and Action in Education

Abstract

This study investigated the impact of differing models of practicum placements on teacher candidates’ (TC’s) abilities to practice teaching skills and receive feedback on their teaching. Within the Professional Development School (PDS) model TCs were placed as cohorts in a single PDS site with at least one college faculty member assigned as a liaison, and within the Traditional model TCs were placed across a variety of schools without college faculty connected to the various school sites. Teacher candidates completed a survey with Likert scale and open-ended items to measure TCs’ perceptions of how much time they spent teaching lessons …