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Articles 1 - 19 of 19
Full-Text Articles in Education
Testing The Knowledge Of Early Childhood Educators, Dianne S. Mccarthy
Testing The Knowledge Of Early Childhood Educators, Dianne S. Mccarthy
Journal of Inquiry and Action in Education
Teacher certification exams are supposed to assess if a student is likely to succeed in teaching. What if an exam seems to be inappropriate? This article is an inquiry of the New York State Content Specialty Test for Early Childhood Candidates, particularly the math section. It raises the issue of whether we are asking the right questions and ascertaining the right data to decide if someone has the appropriate math knowledge and is ready to teach math to young children.
Viewing Rural, Rurality, And Ruralities As Social Constructs: An Author Interview And Book Review Of Teaching English In Rural Communities, Jordan Parker
The Montana English Journal
"Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy" by Robert Petrone and Allison Wynhoff Olsen provides insights and practical strategies for teachers working in rural areas, where they often face unique challenges such as limited resources and cultural differences. This book provides a lens of criticality through the critiques and celebrations of rural living. This article opens with reviews of Critical Rural English Pedagogy and the chapters in the book. After the review, there are highlights of the exclusive interview with Petrone and Wynhoff Olsen as they relate their personal experiences and reflections on teaching in rural …
The Impact Of Closed Captioning And Student Lexile Reading Levels, Jim L. Pruitt
The Impact Of Closed Captioning And Student Lexile Reading Levels, Jim L. Pruitt
Journal of Educational Leadership in Action
This experimental mixed-methods study explores what happens to student Lexile scores when they use closed captioning. The quantitative data analysis procedures involved in this experimental study consisted of utilizing two-sample t-tests to compare the iReady Lexile scores of the participants [n=38] to that of the researched district students [n=810] that were not using closed captioning in this study. The researcher required participants to complete a baseline iReady test to determine their preexisting Lexile levels. Then after the study, participants both in the researched district and in the study, itself were required to complete an iReady post-test to determine their …
Reading Coaches For A 40 Book Challenge: Creating An Online Reading Community To Support Sixth Graders’ Independent Reading, Amy Carpenter Ford, Kayla Szymanski, Isabel Slate, Rachel Derusha
Reading Coaches For A 40 Book Challenge: Creating An Online Reading Community To Support Sixth Graders’ Independent Reading, Amy Carpenter Ford, Kayla Szymanski, Isabel Slate, Rachel Derusha
Michigan Reading Journal
English teacher candidates, or “Reading Coaches,” conducted virtual reading conferences with sixth graders using the digital platforms Zoom and Flip to support students’ independent reading as part of a 40 Book Challenge in an online and blended learning environment during the COVID-19 pandemic. As evidence of students’ participation and engagement, we present survey results and draw from conference records, observation notes, and a content analysis of video transcripts, triangulating across data sets to illuminate important design features. Connecting research with practice, we offer educators tangible resources of a Conference Guide, Flip design, record-keeping system, and training materials, as well as …
Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams
Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams
Michigan Reading Journal
This article is part of a series devoted to unpacking disciplinary literacy instructional practices for educators at all levels. Here, we explore the role of disciplinary literacy instruction at all levels, in light of recent changes to Michigan's teacher certification grade bands. This article provides suggestions for getting started with addressing disciplinary literacy in instruction, as well as practical examples of what this might look like within English Language Arts classrooms.
Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner
Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner
Teaching/Writing: The Journal of Writing Teacher Education
What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.
Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai
Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai
Teaching/Writing: The Journal of Writing Teacher Education
In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
Collaborative Writing For Publication In Undergraduate Literature Seminars, Ellen Scheible
The Journal of the Assembly for Expanded Perspectives on Learning
Collaborative Writing for Publication in Undergraduate Literature Seminars
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
Memes As Means: Using Popular Culture To Enhance The Study Of Literature, Pamela Hartman, Jessica Berg, Hannah R. Fulton, Brandon Schuler
The Journal of the Assembly for Expanded Perspectives on Learning
Artistic response is the process by which readers create concrete representations of their transactions with a text through artistic means, including visual arts (e.g. drawing, sculpture, and painting), drama, and music. Research has shown that artistic response helps students form meaningful relationships with texts, as it is a tool that encourages students to enter, explore, make connections, and enjoy stories and characters. In this article we describe an artistic response strategy that we developed and implemented. Recognizing that today’s students often know and interact with the world through social media and memes, we draw on this cultural tool to leverage …
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Jenelle Williams
Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Jenelle Williams
Michigan Reading Journal
This article describes the role of student-centered, problem-based instruction, and it offers practical tips and resources for secondary English Language Arts educators in using effective problem frames for units of instruction.
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Big Kids Need Books Too: Lessons Learned From Building Classroom Libraries At The Secondary Level, Jenelle Williams, Megan Kortlandt
Michigan Reading Journal
This article is intended to describe the rationale and process of creating and effectively using classroom libraries in middle- and high-school English Language Arts classrooms. The authors connect theory to practice, using research to guide decisions about book selection and teacher professional development that takes into account the unique affordances and constraints of using classroom libraries at the secondary level. Additionally, the authors include considerations for the current reality of remote, virtual, and blended learning scenarios.
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.
Left To Their Own Devices, Hugh Kesson
Left To Their Own Devices, Hugh Kesson
New Jersey English Journal
How do students use digital mobile devices as part of their learning? This study is a case based investigation of five students in two ELA classrooms, the full ELL population in two high school honors classes, in a comprehensive public high school in the United States. It adds to what we know about how students use digital mobile devices, and suggests the ways students need to be supported.
Intersections At A Multiethnic High School: C3wp Meets Culturally Relevant And Sustaining Pedagogy, Amy Carpenter Ford, Maria G. Kioussis
Intersections At A Multiethnic High School: C3wp Meets Culturally Relevant And Sustaining Pedagogy, Amy Carpenter Ford, Maria G. Kioussis
Language Arts Journal of Michigan
In this article we describe how an English teacher at a multiethnic, suburban high school adapted the National Writing Project’s innovative argument writing program, the College, Career, and Community Writing Program, to be culturally relevant and sustaining for students in her 10th grade English Language Arts classroom. Building on the C3WP’s roots in critical pedagogy and emphasis on engaging multiple perspectives, we explore the program’s potential in multiethnic classrooms as part of a culturally relevant and sustaining pedagogy. Specifically, we recount how the teacher employed tools from three mini-units (“Coming to Terms with Evidence,” ”Coming to Terms with Opposing …
Crossing Selma's Bridge: Integrating Visual Discovery Strategy And Young Adult Literature To Promote Dialogue And Understanding, Steven T. Bickmore, Gretchen Rumohr-Voskuil, Paul Binford
Crossing Selma's Bridge: Integrating Visual Discovery Strategy And Young Adult Literature To Promote Dialogue And Understanding, Steven T. Bickmore, Gretchen Rumohr-Voskuil, Paul Binford
Middle Grades Review
Urban communities, separated by race and class, experience a disproportionate number of gun deaths, police shootings, crime, violent and nonviolent protests, as well as disparities in housing, education, and employment. These discussions are visual and textual, appearing in both traditional and social media outlets. How do adolescents read and make sense of these images? We discuss integrating a Social Studies practice, Visual Discovery Strategy, with Young Adult Literature to provide students with the skills to both critique images from the events in their lives and produce responses through both traditional and digital methods.
"That Sh*T Is Rude!" Religion, Picture Books, And Social Narratives In Middle School, Denise Davila, Allison Volz
"That Sh*T Is Rude!" Religion, Picture Books, And Social Narratives In Middle School, Denise Davila, Allison Volz
Middle Grades Review
While the U.S. has a divisive history around the separation of church and state in public school, current national and state teaching standards do include curricular objectives related to the study of religion. This paper focuses on the ways a diverse group of sixth-grade public schoolchildren engaged with religious content in their English Language Arts class. Specifically, it examines the kinds of narratives the children constructed in response to diverse works of public art and children’s picturebooks, including Mora’s (2012) The Beautiful Lady: Our Lady of Guadalupe / La hermosa señora: Nuestra Señora de Guadalupe (Señora), and Garza’s …
Rigor And Relevance: A Teacher Research Study On Using Young Adult Literature In Detracked Secondary English Language Arts Courses, Kathleen Colantonio-Yurko, Cody Miller, Jennifer Cheveallier
Rigor And Relevance: A Teacher Research Study On Using Young Adult Literature In Detracked Secondary English Language Arts Courses, Kathleen Colantonio-Yurko, Cody Miller, Jennifer Cheveallier
Journal of Practitioner Research
This article explores how three students who would not have qualified for honors-level curriculum under a tracked model performed in detracked English Language Arts (ELA) courses. Our teacher research study was guided by the following question: How can the incorporation of young adult literature (YAL) in a detracked ELA honors course affect the experiences of students who would not have qualified for honors curriculum under a tracked model? We found that the incorporation of YAL helped students explore diverse ideas and expanded their capacity to think, read, and write critically. This study has implications for broader conversations relating to detracking …
Written Language Performance Following Embedded Grammar Instruction, Ginger Collins, Jan Norris
Written Language Performance Following Embedded Grammar Instruction, Ginger Collins, Jan Norris
Reading Horizons: A Journal of Literacy and Language Arts
This study explored whether presenting grammar instruction within the context of reading and writing would improve writing skills. The participating schools were using a traditional grammar instruction in which grammar lessons were predominately taught using worksheets and were presented separately from other reading and writing activities. This was termed Discrete Grammar Instruction (DGI). The researchers introduced a contextualized grammar instruction approach, termed Embedded Grammar Instruction (EGI), which taught grammar within authentic contexts of reading and writing. Students in grades three through eight were assigned to either the EGI group (N = 164) or the DGI group (N = 156). Two …
Writing For The Audience That Fires The Imagination: Implications For Teaching Writing, Denise K. Ives, Cara Crandall
Writing For The Audience That Fires The Imagination: Implications For Teaching Writing, Denise K. Ives, Cara Crandall
Teaching/Writing: The Journal of Writing Teacher Education
Great authors embody their audiences through the language of their texts. Good readers learn to recognize and respond to the cues such writers embed in their texts about the kind of audience they are expected to be. They also learn from other authors how to fictionalize in their minds audiences like those they have experience being. In this article through an analysis of two texts, we showcase how two middle school writers through their texts, embody their audiences and cue readers to the roles they are expected to play. We then trace the rhetorical moves made by the writers to …