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Education Commons™

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Journal

2018

Western Michigan University

Curriculum and Instruction

Articles 1 - 14 of 14

Full-Text Articles in Education

Negotiating Practicum Experiences In A Reading Specialist Preparation Program, Karen Rissling, Linda Kucan Dec 2018

Negotiating Practicum Experiences In A Reading Specialist Preparation Program, Karen Rissling, Linda Kucan

Reading Horizons: A Journal of Literacy and Language Arts

In this cross-case study, we examined how two reading specialist candidates negotiated their yearlong practicum experiences in relation to university coursework and their previous teaching experience. Data sources included interviews, weekly teaching logs, and field observations. Findings reported in extended vignettes reveal how both interns were placed in positions that required them to negotiate instructional expectations at their internship sites and practices advocated in their coursework. In both cases, those two realities were often at odds when they were required to implement a program with scripted lessons and a required pacing guide. The findings raise important questions about the impact …

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Community-Based Literacy Learning Spaces As Counterhegemonic Figured Worlds For African American Readers, Melanie M. Acosta, Shaunté Duggins Dec 2018

Community-Based Literacy Learning Spaces As Counterhegemonic Figured Worlds For African American Readers, Melanie M. Acosta, Shaunté Duggins

Reading Horizons: A Journal of Literacy and Language Arts

Community-based literacy learning spaces are crucial to the enduring African American pursuit of literacy. This article reports findings from a study exploring the impact of a community-based literacy tutoring program for African American readers in grades 3-5. Findings also report on ways the community literacy site was similar to historic African American figured communities. Mixed methods analysis revealed significant improvements in decoding, and counternarratives that existed with the figured community cultivated by community volunteers. Taken together, both highlight the powerful role communities’ can play in promoting African American student success. Recommendations for community organizations, teacher educators, and literacy researchers are …

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Rh Editorial Review Board V.57 N.3 Dec 2018

Rh Editorial Review Board V.57 N.3

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

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Concepts Of Online Text: Examining Online Literacy Skills Of Elementary Students, Jodi Pilgrim, Sheri Vasinda, Christie Bledsoe, Elda E. Martinez Dec 2018

Concepts Of Online Text: Examining Online Literacy Skills Of Elementary Students, Jodi Pilgrim, Sheri Vasinda, Christie Bledsoe, Elda E. Martinez

Reading Horizons: A Journal of Literacy and Language Arts

Reading online text presents unique challenges for elementary students as they develop and extend fundamental literacy skills to various media. Traditional assessments of concepts about print inspired the authors’ research, which applies a similar approach to address “screen handling” instead of book handling. The purpose of their ongoing research has been to develop an instrument to assess concepts related to online reading. The Concepts of Online Text (COT) assessment measures knowledge of online navigation and text features. Quantitative analysis of student performance data using the COT has the potential to provide developmental insight into elementary students’ proficiencies in conducting internet …

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Development And Evaluation Of A Collaborative Model Level Ii Fieldwork Program, Annmarie T. Kinsella, Catherine V. Piersol Jul 2018

Development And Evaluation Of A Collaborative Model Level Ii Fieldwork Program, Annmarie T. Kinsella, Catherine V. Piersol

The Open Journal of Occupational Therapy

This project developed a Collaborative Model Level II Fieldwork (CM-FWII) program to evaluate the effect of the program on fieldwork educator and student understanding of the model and changes in knowledge, perceptions, and satisfaction. Four fieldwork educators (FWEd) were recruited from two pediatric and two adult practice settings. Eight occupational therapy (OT) students met participation criteria and agreed to participate. A pre/post design was used to evaluate change in knowledge and perceptions. Satisfaction with the collaborative model (CM) was examined after the 12-week fieldwork rotation. Analysis procedures included a priori coding, calculation of frequency distributions, and thematic analysis of transcribed …

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What’S The Story With Children’S Literature? A Content Analysis Of Children’S Literature Courses For Preservice Elementary Teachers, Laurie A. Sharp, Elsa Diego-Medrano, Betty Coneway Jul 2018

What’S The Story With Children’S Literature? A Content Analysis Of Children’S Literature Courses For Preservice Elementary Teachers, Laurie A. Sharp, Elsa Diego-Medrano, Betty Coneway

Reading Horizons: A Journal of Literacy and Language Arts

Developing knowledge and understandings related to children’s literature among preservice elementary teachers is a vital component of teacher preparation that should be addressed in a required course. The purpose of the present study was to identify essential learning outcomes addressed in children’s literature courses that were required coursework among elementary teacher preparation programs located in a Southern state. The goal was to discover “the story” in children’s literature coursework and determine to what extent current teacher preparation practices aligned with professional recommendations from recognized experts in the field. The present study employed a qualitative, directed content analysis approach that used …

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Teaching Writing From The Inside Out: Teachers Share Their Own Children's Books As Models In Elementary School Classrooms, Ryan Colwell Jul 2018

Teaching Writing From The Inside Out: Teachers Share Their Own Children's Books As Models In Elementary School Classrooms, Ryan Colwell

Reading Horizons: A Journal of Literacy and Language Arts

This article describes The Bare Book Project, a writing and research project that challenged pre-service and in-service teachers to create their own original pieces of children’s literature, and use aspects of their personal writing as models for students in elementary school classrooms. Building on research regarding teacher modeling in writing classrooms, the author investigated teachers’ purposes for, and methods of using their own writing as models, as well as the benefits and challenges that teachers experienced when they incorporated their own writing during classroom writing instruction.

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Unpacking Japanese Culture In Children’S Picture Books: Culturally Authentic Representation And Historical Events/Political Issues, Su-Jeong Wee, Kanae Kura, Jinhee Kim Jul 2018

Unpacking Japanese Culture In Children’S Picture Books: Culturally Authentic Representation And Historical Events/Political Issues, Su-Jeong Wee, Kanae Kura, Jinhee Kim

Reading Horizons: A Journal of Literacy and Language Arts

This study investigated culturally authentic representations and perspectives on historical events and political issues presented in children’s picture books on Japanese culture. Our analysis of the representation of Japanese culture in the texts and illustrations was based on a sample of 37 children’s picture books written in English or English/Japanese and published in the United States between 1990-2016 for ages 3-8. The majority of the sampled books were found to portray a visible and concrete level of Japanese culture, including clothes, food, holidays, festivals, and traditional activities, some of which had outdated and inaccurate descriptions and illustrations. Social customs and …

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Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields Mar 2018

Markers Of An “Inclusive” Reading Classroom: Peers Facilitating Inclusion At The Margins Of A Fourth Grade Reading Workshop, Mary R. Coakley-Fields

Reading Horizons: A Journal of Literacy and Language Arts

What are indicators, or markers, of ‘inclusive’ reading classrooms? As elementary school teachers across the United States are increasingly required to teach reading to diverse, heterogenous groups of students within the same classroom space, practitioners and researchers seek to identify what constitutes 'inclusion' in reading instruction. This study explores how two fourth grade friends – one labeled ‘struggling’ and one labeled ‘average’ by normative reading assessments – transgress classroom expectations around quiet, leveled reading behaviors while also facilitating each other’s inclusion in the classroom reading community. Combining ethnographic methods and D/discourse analysis, this study explores the dominant cultural Discourses that …

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Editorial Review Board Rh V.57 N.1 Mar 2018

Editorial Review Board Rh V.57 N.1

Reading Horizons: A Journal of Literacy and Language Arts

No abstract provided.

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Co-Constructing Simulations With Learners: Roles, Responsibilities, And Impact, Diane E. Mackenzie, Kathleen E. Collins, Mylene J. Guimond, Abby C. Hunter, Kassia J. Jurcina, Johanna L. Mcdonald, Nikki L. Richards, Stephanie. H. Sinclair, Kelsey Y. Taylor Jan 2018

Co-Constructing Simulations With Learners: Roles, Responsibilities, And Impact, Diane E. Mackenzie, Kathleen E. Collins, Mylene J. Guimond, Abby C. Hunter, Kassia J. Jurcina, Johanna L. Mcdonald, Nikki L. Richards, Stephanie. H. Sinclair, Kelsey Y. Taylor

The Open Journal of Occupational Therapy

Co-constructed simulations were designed and piloted with senior occupational therapy master’s students in a neurorehabilitation practice module. The instructor served as the guide for the students through all phases of the case creation, simulation development, delivery, and debrief. The instructor facilitation promoted self-regulated learning (SRL) of knowledge and skill development through independent discovery and peer learning. This paper provides an evidence-informed co-construction simulation design with outlined stages, roles, and responsibilities for the instructor and learner. Thematic qualitative analysis of student feedback highlighted enhanced insight and SRL as a result of multiple role preparation, observation and interaction with peers, close interaction …

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Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty Jan 2018

Taking Interest In Students’ Disinterest: Best Practices For Mitigating Amotivation In The Basic Course, Electra Gilchrist-Petty

Journal of Communication Pedagogy

As a general education requirement, basic communication course instructors are afforded the unique opportunity to reach a variety of students. Because many students often are enrolled in the basic communication course out of necessity, student amotivation can transform what should be a dynamic and interactive classroom experience into a daunting challenge that stifles the pedagogical process. To assist in engaging students, 10 best practices for mitigating amotivation in the basic course are presented. By following these best practices, instructors can help cultivate a more engaged and interactive classroom experience for both themselves and their students.

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Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier Jan 2018

Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier

Journal of Communication Pedagogy

This best-practices article endorses incorporating service-learning into the foundational public speaking course. The article explains connections between service-learning and the rhetorical tradition, highlights pedagogical approaches that would benefit from a service-learning component, and discusses the benefits of service-learning for community partners and students. The remainder of the article focuses on how to implement servicelearning in a public speaking course, including reflection and assessment recommendations.

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Journal Of Communication Pedagogy, Complete Volume, 2018 Jan 2018

Journal Of Communication Pedagogy, Complete Volume, 2018

Journal of Communication Pedagogy

No abstract provided.

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