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Full-Text Articles in Language and Literacy Education
Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards
Book Review-- Prison Pedagogies: Learning And Teaching With Imprisoned Writers, June Edwards
Journal of Prison Education and Reentry (2014-2023)
Prison Pedagogies, Learning and Teaching with Imprisoned Writers
Edited by Joe Lockard and Sherry Rankins-Roberson
Syracuse University Press, New York, 2018
ISBN 9780815654285
Reviewed by JUNE EDWARDS
Mountjoy Prison, Dublin, Ireland
Fiqws Language And Literacy: Mine/Yours/Ours/Theirs, Missy Watson
Fiqws Language And Literacy: Mine/Yours/Ours/Theirs, Missy Watson
Open Educational Resources
This syllabus is for a Freshmen Inquiry Writing Seminar, which is a two-section, collaboratively taught course wherein one of the two courses engages students in critical thinking, reading, and writing about the issue of language and literacy, while the other introduces students to conventions of academic writing and mentors them in social and rhetorical writing processes. Thus, this course draws on the topic of language and literacy as a vehicle for critically analyzing students' own languages and literacies and developing especially their academic and information literacies.
Book Review: Duran, C. (2017). Language And Literacy In Refugee Families. United Kingdom, Uk: Palgrave Macmillan. 226 Pp. Isbn: 978-1-137-58754-1, Nguyen Dao
Journal of Southeast Asian American Education and Advancement
Book Review by Nguyen Dao: Duran, C. (2017). Language and Literacy in Refugee Families. United Kingdom, UK: Palgrave MacMillan.
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
A Program For Teacher Induction, Patricia Lager 7701725, Katherine Bertolini
Empowering Research for Educators
Even though many novice teachers are prepared academically to deal with subject matter, many of them enter the teaching field unprepared for many of the other aspects of teaching such as dealing with grading programs, insurance claims, inventory and various other matters that differ from school-to-school. Often these new teachers feel isolated and unsupported and possibly do not realize what they do not know or the proper questions to ask. This results in nearly 29% of them leaving the field within their first three years and around 39% leaving within their first five years. This project proposes creating a teacher …