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Language and Literacy Education Commons™
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Articles 1 - 9 of 9
Full-Text Articles in Language and Literacy Education
“If We Don’T Include Literature, Where Do We Teach Our Students From?” An Effort To Introduce Children’S Literature To Indonesian Preservice Teachers, Tati L Durriyah
“If We Don’T Include Literature, Where Do We Teach Our Students From?” An Effort To Introduce Children’S Literature To Indonesian Preservice Teachers, Tati L Durriyah
Reading Horizons: A Journal of Literacy and Language Arts
Indonesia’s new literacy initiative called Gerakan Literasi Sekolah (GLS) focuses on developing literacy-rich school environments through a sequence of book engagements. As the locus of control in daily literacy activities (Lehman, 2007), teachers in Indonesia assume much of the responsibility for student literacy learning. Despite this, Indonesian teachers receive minimal preparation in facilitating literacy instruction using literature; for example, courses that introduce student teachers to children’s literature are not commonly offered in Indonesian teacher education. This study aims to fill in the dearth of data regarding the efforts to introduce Indonesian preservice teachers to literature for children and the pedagogy …
No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Rosa I. Castillo-Rocha
No Habla Espanol: Are Monolingual Teachers Getting The Support They Need?, Rosa I. Castillo-Rocha
Capstone Projects and Master's Theses
For this Capstone Project, the researchers investigated how monolingual teachers view the support and resources they received to teach English Language Learners (ELL) and what they thought could be done to improve their teaching effectiveness. An evidence-based argument is offered that monolingual teachers were not being provided with effective support and resources. More specifically, three themes emerged from an analysis of the data obtained from interviews of monolingual teachers and administrators. Based on the emergent themes, an action was undertaken to help monolingual teachers better address the needs of ELLs. This is an important issue for monolingual teachers because the …
We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer
We The People: Elementary Pre-Service Teachers And Constitutional Readability, Lori T. Meier, Karin Keith, Edward J. Dwyer
Lori Meier
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
Using Literacy As A Tool To Foster An Understanding Of Content Language Literacy For Preservice Teachers, Patricia M. Durham, Jolene Reed
Using Literacy As A Tool To Foster An Understanding Of Content Language Literacy For Preservice Teachers, Patricia M. Durham, Jolene Reed
The Reading Professor
In this qualitative study, data were collected on 60 junior level preservice teachers who utilized a semantic feature analysis chart over a 5-week summer semester study of content language literacy in elementary settings. Viewing literacy as a tool, participants analyzed strategies for the ability to support content language fluency through the use of multiple literacies (i.e., reading, writing, speaking listening, and thinking). Findings indicate that use of the chart helped these preservice teachers build pedagogical content knowledge for the concept of content language literacy as well as to strengthen the ability to analyze teaching strategies that developed fluency in content …
Teacher Candidate Book Introductions, Bethanie C. Pletcher, Robin D. Johnson, Rosalynn Rowan Christensen
Teacher Candidate Book Introductions, Bethanie C. Pletcher, Robin D. Johnson, Rosalynn Rowan Christensen
The Reading Professor
The purpose of this descriptive multi-case study was to explore teacher candidates' book introductions during their field-based studies in elementary classrooms. The participants were 11 undergraduate students (also teacher candidates) enrolled in a field-based reading course at a South Texas regional university. The lessons occurred in the teacher candidates' cooperating teachers' elementary classrooms. Five sources of data were analyzed using both a priori and open coding to determine themes. The book introductions included information related to the meaning of the text and helping students make connections to text; however, little to no syntactical or visual cue information was included. The …
Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach To Instruction, Lisa K. Hawkins, Nicole M. Martin, Jennifer Cooper
Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach To Instruction, Lisa K. Hawkins, Nicole M. Martin, Jennifer Cooper
Teaching/Writing: The Journal of Writing Teacher Education
Pre-service teachers’ [PSTs] preparation for teaching writing is foundational to writing instruction in elementary schools and children’s writing. Prior research has identified elements in writing-focused methods coursework that support their preparation. In this article, an innovative component in a stand-alone writing teacher preparation course that incorporated the research-based elements is showcased: a process for deconstructing and modeling inquiry-driven writing pedagogy. This process includes five phases: (1) using mentor texts during initial immersion, (2) using mentor texts to study structure, (3) using mentor texts to study writer’s craft, (4) using mentor texts to study sentence structure, sentence fluency, and language, and …
Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond
Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond
Northwest Journal of Teacher Education
This qualitative study used social constructivism as a theoretical lens to examine ways in which literacy teacher educators incorporate field experiences during literacy coursework. A cross-sectional survey was distributed among literacy teacher educators affiliated with teacher preparation programs located in a single Southern state. Responses related to field experiences were retrieved from 42 surveys and analyzed with two cycles of coding. Findings indicated that preservice teachers completed a range of field experiences prior to student teaching that involved observing literacy instruction and leading literacy instruction with individual students and small groups of students. Incongruences between reported field experiences and recommendations …
Supporting Clinical Practice Through Rehearsals, Lubna Javeed
Supporting Clinical Practice Through Rehearsals, Lubna Javeed
Northwest Journal of Teacher Education
Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation, improved understanding of literacy content, and understand how to make in-the-moment instructional decisions.
What Do Middle Grades Preservice Teachers Believe About Writing And Writing Instruction?, Tracey S. Hodges, Katherine Landau Wright, Erin Mctigue
What Do Middle Grades Preservice Teachers Believe About Writing And Writing Instruction?, Tracey S. Hodges, Katherine Landau Wright, Erin Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
After third grade, students’ motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction.