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Full-Text Articles in Education
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 …
Imagination At Work: A Book Review Of The Power Of Practice-Based Literacy Research: A Tool For Teachers, Catherine Lammert
Imagination At Work: A Book Review Of The Power Of Practice-Based Literacy Research: A Tool For Teachers, Catherine Lammert
Networks: An Online Journal for Teacher Research
This is a book review of of The Power of Practice-Based Literacy Research: A Tool for Teachers.
Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer
Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer
Networks: An Online Journal for Teacher Research
Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors' literacy identities are shaped and how sharing these identities, experiences and beliefs in meaningful professional dialogues influences instructional practice. We examined the role of our identities and beliefs on our instructional practices using multiple forms of qualitative data such as journal entries, digital stories, and critical group discussions. Despite the range of differences …