Language and Literacy Education | Open Access Articles

Language Study For Teachers Of Reading Edc 427, Joanna Burkhardt

Library Impact Statements

No abstract provided.

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Multilingual/Translanguaging: Narrative Writing Through Authentic Language, Lucia E. Brea

Open Educational Resources

No abstract provided.

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All About The American Flap, Kristin Lems

Faculty Publications

In this column, I am going to talk about the American flap, a phonological feature of the American English dialect. Those of us with backgrounds in ESL/EFL learn about this in our master’s programs, but I have found that even teachers who have taken a course in linguistics may not be aware of the flap and its important implications for listening, reading, and spelling in English (Lems, Miller, & Soro, 2017)

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Developing Open Practices In Teacher Education: An Example Of Integrating Oer And Developing Renewable Assignments, Jennifer Van Allen, Stacy Katz

Publications and Research

This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment. The benefits of using OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in …

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Effects Of Primary Grade Literacy Field Experiences On Preservice Teachers' Self-Efficacy: A Causal-Comparative Study, Lauren E. Kirk

Doctoral Dissertations and Projects

Learning to read is an essential skill, yet many new teachers enter the profession unprepared to be effective literacy teachers. Teacher preparation has been at the forefront of many reforms in education. However, discrepancies still exist in how teachers are prepared to enter the profession. This study investigated preservice teachers’ sense of efficacy for primary literacy instruction by the amount of field experience. The levels of field experience included no/ introductory field experience, reading practicum experience, and clinical teaching experience. Participants were preservice teachers who had been accepted into the educator preparation program at small, private universities in Texas and …

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"'Who’S There?' 'Nay, Answer Me. Stand And Unfold Yourself' : Attending To Students In Diversified Settings", Naomi C. Liebler

Department of English Faculty Scholarship and Creative Works

Teaching Shakespeare at secondary or undergraduate university levels is remarkably variegated. Students bring their lives and experiences to their understanding, making it an unpredictably rich experience, regardless of the “level” of the class. I aim to tap into what they already know to enable them to find a path for them to forge their own connections. I want them to own what they read, to make it their own.

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Scipp: An Expanded Community Of Practice - Community Publishing, Juan Delgado, Kelly (Kl) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, Roma Valenzuela

Q2S Enhancing Pedagogy

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, "risk taking", confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students' collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP …

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Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine Kelly, Sara Miller, Karen Kleppe Graham, Chelsea Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus

Education Faculty Scholarship

In an era of increased accountability, it is important to understand how exemplary teachers navigate the demands placed on them by their schools, districts, and states in order to support student learning aligned with their beliefs of effective instruction. To understand these negotiations, the authors examined tensions facing exemplary literacy teachers through a qualitative interview study. Participants were 19 experienced Pre-K through sixth-grade teachers from across the United States. Results of the study indicate that teachers experience discrepancies between their beliefs and state and local mandates, and they discuss a variety of strategies for negotiating these discrepancies. Findings suggest that …

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Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work, Hannah Carter, Jennifer Snow, Sara Digrazia, Sherry Dismuke

Literacy, Language, and Culture Faculty Publications and Presentations

School-university partnerships have been a space for simultaneous renewal and teacher development for decades (Darling-Hammond, 1994; Goodlad, 1994; Teitel, 2003). As a case in point, this article takes a deeper look at how school- and university-based teacher educators experience professional growth and negotiation of partnership contexts, roles, and responsibilities. Recognizing the complexity of teacher development across the professional lifespan, and the tensions of school-university partnership work, we explore the diverse roles and positions from which we come to the work of clinical supervision and school partnership work. To highlight the varied levels of development and professional growth in these hybrid …

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Collaborating Online: Tools For Improving Teacher Preparation In Literacy, Jennifer Van Allen, Lenora Forsythe

Publications and Research

No abstract provided.

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Language and Literacy Education Commons^™

Full-Text Articles in Language and Literacy Education

Language Study For Teachers Of Reading Edc 427, Joanna Burkhardt

Library Impact Statements

Multilingual/Translanguaging: Narrative Writing Through Authentic Language, Lucia E. Brea

Open Educational Resources

All About The American Flap, Kristin Lems

Faculty Publications

Developing Open Practices In Teacher Education: An Example Of Integrating Oer And Developing Renewable Assignments, Jennifer Van Allen, Stacy Katz

Publications and Research

Effects Of Primary Grade Literacy Field Experiences On Preservice Teachers' Self-Efficacy: A Causal-Comparative Study, Lauren E. Kirk

Doctoral Dissertations and Projects

"'Who’S There?' 'Nay, Answer Me. Stand And Unfold Yourself' : Attending To Students In Diversified Settings", Naomi C. Liebler

Department of English Faculty Scholarship and Creative Works

Q2S Enhancing Pedagogy

Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine Kelly, Sara Miller, Karen Kleppe Graham, Chelsea Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus

Education Faculty Scholarship

Finding Our Place In The Third Space: The Authority Of Not Knowing As Becoming In School-University Partnership Work, Hannah Carter, Jennifer Snow, Sara Digrazia, Sherry Dismuke

Literacy, Language, and Culture Faculty Publications and Presentations

Collaborating Online: Tools For Improving Teacher Preparation In Literacy, Jennifer Van Allen, Lenora Forsythe

Publications and Research