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Full-Text Articles in Education
Improving K-12 Classroom Literacy Instruction With The Model Of The Complete, Literate Student: Shared Perspectives By Msed Reading Program Graduates, Johannah Baugher
Improving K-12 Classroom Literacy Instruction With The Model Of The Complete, Literate Student: Shared Perspectives By Msed Reading Program Graduates, Johannah Baugher
The Advocate
The purpose of this study was to examine the impact of an instructional model, used in a Master of Science in Education in Reading (MSEd) Reading program, on K-12 classroom literacy instruction. Recent, MSEd Reading program graduates had an opportunity to share their perspectives on The Model of the Complete, Literate Student. Findings from this research study will be utilized to better understand the impact of this instructional model on K-12 classroom literacy instruction, as well as current practitioners’ professional growth as literacy leaders.
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 …
“I Notice My Feelings:” Exploring Mindfulness With 1st Graders And Their Families, Katie Schrodt, Zachary Barnes, Megan Devries, Jennifer Grow, Pauli Wear
“I Notice My Feelings:” Exploring Mindfulness With 1st Graders And Their Families, Katie Schrodt, Zachary Barnes, Megan Devries, Jennifer Grow, Pauli Wear
Networks: An Online Journal for Teacher Research
This paper explores a study completed with 1st grade students while a five-week mindfulness unit was implemented in their classroom. The paper discusses tactics for teaching mindfulness strategies to students and results observed in the students over the course of the five-week study. It also contains journal entries completed by students and their families both in the classroom and at home.
When Words Do Not Work: Exploring Preservice Teachers’ Confidence In Teaching Reading To English Learners, Christina M. Pavlak, Monica Cavender
When Words Do Not Work: Exploring Preservice Teachers’ Confidence In Teaching Reading To English Learners, Christina M. Pavlak, Monica Cavender
Networks: An Online Journal for Teacher Research
This practitioner research study explores what happens when students in a Master of Arts in Teaching (MAT) program are engaged in a clinical experience at an urban pre-K-8th-grade school with a majority English Learner (EL) population. Specifically examined is preservice teachers’ confidence in implementing strategies to meet the needs of ELs in beginning reading. Data sources included: a survey, a written reflection, weekly lessons plans, blog entries, and informal observations of small group instruction and class participation. Qualitative analysis (Charmaz, 2000, 2003, 2005) was used. Results from this study point to the need for teacher preparation programs to support teacher …
Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover
Shuffle Lit!: Using Ipod Shuffles To Encourage Literacy Experiences At Home, Ashlee B. Hover
Networks: An Online Journal for Teacher Research
A kindergarten teacher used action research to examine how literature, audio books, homework, and Apple iPod Shuffles can be combined to encourage and improve literacy at home. The research participants consisted of 16 kindergarten students in Middle Tennessee and their parents. The kindergarten students took home a tote bag with the following contents: an Apple iPod Shuffle loaded with many audio stories, six books, two types of headphones, and an iPod listening/reading log. The students took the project materials home for a week to enjoy with their parents and other family members. The parents or siblings recorded the students’ experiences …
Revisiting A Classic: A Book Review Of Understanding Reading: A Psycholinguistic Analysis Of Reading And Learning, Chris Sclafani
Revisiting A Classic: A Book Review Of Understanding Reading: A Psycholinguistic Analysis Of Reading And Learning, Chris Sclafani
Networks: An Online Journal for Teacher Research
Often, the teaching profession spends a great deal of time looking towards the future, or considering what might be the next big trend that will help students. However, it is sometimes important to reflect back upon the texts and ideas that set the tone for the profession. Understanding Reading: A Psycholinguistic Analysis of Reading and Learning by Frank Smith is a classic text that laid the foundation for teachers of literacy to move from an existence of teaching rules and exceptions to becoming an actively involved participant in the process of building and facilitating comprehension in students of all ages. …
Literacy, Technology, And First Year Teachers: A Case Study, Emily Kearns Burke
Literacy, Technology, And First Year Teachers: A Case Study, Emily Kearns Burke
Adult Education Research Conference
This paper examines how first year teachers describe their preparation and use of technology to teach literacy. Findings indicate teachers feel confident but unsupported in their efforts.