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Teacher Education and Professional Development Commons™
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- Dissertations, Theses, and Capstone Projects (1)
- Educational Considerations (1)
- Electronic Theses and Dissertations (1)
- FIU Electronic Theses and Dissertations (1)
- Faculty Publications (1)
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- Gina Doepker (1)
- Journal of English Learner Education (1)
- Journal on Empowering Teaching Excellence (1)
- Northwest Journal of Teacher Education (1)
- Reading Horizons: A Journal of Literacy and Language Arts (1)
- Teaching/Writing: The Journal of Writing Teacher Education (1)
- The Language and Literacy Spectrum (1)
- Virginia English Journal (1)
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Articles 1 - 13 of 13
Full-Text Articles in Teacher Education and Professional Development
“I’M Going To Have To Be Far More Prepared": A Critical Discourse Analysis Of Teacher Candidate Discussion And Projected Teaching Of Literature., Taylor Rose-Dougherty
“I’M Going To Have To Be Far More Prepared": A Critical Discourse Analysis Of Teacher Candidate Discussion And Projected Teaching Of Literature., Taylor Rose-Dougherty
Electronic Theses and Dissertations
This qualitative dissertation study contributes to conversations around the practical knowledge gap–professional behaviors or practices which are underdeveloped in available research–between critically oriented literacy teacher preparation programs and praxis in early career classrooms. Critical literacy, or engaging with major texts, discourses, and ways of communicating in a culture or context, attempts to locate and disrupt power imbalances and encourage justice-oriented activism. While teacher candidates (TCs) often practice critical literacy in their training programs, they often struggle to facilitate critical literacy instruction in their own classrooms. Using Thematic Analysis (TA) for data reduction and Critical Discourse Analysis (CDA) for data analysis, …
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Northwest Journal of Teacher Education
Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the …
What Does Written Reflection Reveal About Novice Teachers’ Knowledge, Beliefs, And Skills Related To Literacy Assessment?, Erin K. Washburn, Abby Pierce, Chyllis E. Scott, Carly Waters
What Does Written Reflection Reveal About Novice Teachers’ Knowledge, Beliefs, And Skills Related To Literacy Assessment?, Erin K. Washburn, Abby Pierce, Chyllis E. Scott, Carly Waters
Reading Horizons: A Journal of Literacy and Language Arts
Assessment of literacy learning has been a long-standing focus for future teachers in elementary education. Teacher educators use ongoing written reflection to promote learning before, during, and after coursework and field experiences. In this study, the researchers examined the effects of ongoing written reflection on two groups of novice teachers’ knowledge, beliefs, and skills about literacy assessment in a semester-long graduate-level literacy assessment course with embedded fieldwork. First, the researchers conducted qualitative and descriptive analyses to examine what novice teachers reflected about in their ongoing written reflections. Second, they conducted comparative analyses to examine the extent to which the two …
Engaging Pre-Service Teachers In Interactive Social Justice-Themed Read-Alouds, Kayln Hoppe
Engaging Pre-Service Teachers In Interactive Social Justice-Themed Read-Alouds, Kayln Hoppe
Educational Considerations
This qualitative case study explored how pre-service teachers responded to social justice-themed picture book read-alouds in an undergraduate literacy course. Data were collected from personal observations, semi-structured focus group interviews, and student work, and were analyzed using inductive analysis. Findings indicate how reading multicultural literature aloud plays an important role in post-secondary students’ content understanding and preparation for a career in teaching. This case study may inspire teacher educators to incorporate multicultural read-alouds into higher education coursework.
Review Of Teaching In Rural Places: Thriving In Rural Classrooms, Schools, And Communities, Rachelle Kuehl
Review Of Teaching In Rural Places: Thriving In Rural Classrooms, Schools, And Communities, Rachelle Kuehl
Virginia English Journal
This is a book review of Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities, a first-of-its-kind textbook geared for preservice teachers interested in teaching successfully in rural schools.
Through The Eyes Of The Mentor: Understanding The Adolescent Developing Reader, Joanna C. Weaver, Cynthia D. Bertelsen, Timothy Murnen, Jessica N. Glanz
Through The Eyes Of The Mentor: Understanding The Adolescent Developing Reader, Joanna C. Weaver, Cynthia D. Bertelsen, Timothy Murnen, Jessica N. Glanz
Journal on Empowering Teaching Excellence
While some teacher candidates may believe reading instruction is the responsibility of English teachers, providing teacher candidates across all content areas with opportunities to develop skills working with developing readers may impact this misconception. Since some teacher candidates have limited experience, confidence, and/or reading strategies to instruct developing readers, this study examines the individual experiences of reading mentors at a midwestern university and the effect of their experience on developing readers. This mentoring experience revealed an impact both for the teacher candidates and developing readers. This opportunity proved to be rewarding while providing a glimpse of the reality of working …
Teachers’ Use Of Standardized Assessments To Monitor Learning And Its Impact On Student Reading Achievement, Eilyn Sanabria
Teachers’ Use Of Standardized Assessments To Monitor Learning And Its Impact On Student Reading Achievement, Eilyn Sanabria
FIU Electronic Theses and Dissertations
Reading instruction must be “intentional, systematic, and explicit” and “implemented by a knowledgeable teacher” (Ruetzel & Cooter, 2019, p. 87). The era of accountability has brought standardized assessments to the forefront of reading instruction. However, gaps about assessment-related and instructional practices and their impact on student achievement exist in the literature. The present study aims to provide needed insights on how these practices help or hinder, specifically, historically low-performing students.
Using student achievement and teacher survey data from the Early Childhood Longitudinal Study: Kindergarten 2011 (ECLS-K), and through the lens of data use theory (Hutchins, 1995; Spillane, 2012), hierarchical multiple …
Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Journal of English Learner Education
Like many other states, our teacher preparation program arrived at this compartmentalized, “single-experience” ESL-focused course model as a result of local, state, and federal policies in the United States that have increasingly placed ELs into mainstream classrooms rather than into language and literacy development courses (de Jong, 2014). TESOL faculty might have questioned: how can everything related to effective ESL teaching be covered in one semester? The fact of the matter is that the onus on this work largely rests upon teacher candidates’ shoulders after they depart the ESL-focused course. What follows are three practices that largely have arisen …
Collaborating Online: Tools For Improving Teacher Preparation In Literacy, Jennifer Van Allen, Lenora Forsythe
Collaborating Online: Tools For Improving Teacher Preparation In Literacy, Jennifer Van Allen, Lenora Forsythe
The Language and Literacy Spectrum
Teacher preparation programs face the continual challenge to provide experiences that foster collaboration between teacher candidates and go beyond the boundaries of particular programs and classrooms. Collaborative learning structures improve learner achievement, attitudes, engagement, satisfaction, and retention rates when interactions between learners are facilitated and fostered. These structures have the potential to foster genuine collaboration in which groups create products and processes that change individuals’ understandings and actions as well as those of the collective group. In this format, learning occurs not only from the instructor but from other classmates as well. Many agencies and professional associations are calling for …
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 …
Using Comic Books To Improve Three Elementary Studens' Reading And Writing Skills- A Multi-Case Study Analysis.Pdf, Gina M. Doepker, Ewa Mcgrail, Alicja Rieger
Using Comic Books To Improve Three Elementary Studens' Reading And Writing Skills- A Multi-Case Study Analysis.Pdf, Gina M. Doepker, Ewa Mcgrail, Alicja Rieger
Gina Doepker
"Resisting From Within": (Re)Imagining A Critical Translingual English Classroom, Kate Anna Seltzer
"Resisting From Within": (Re)Imagining A Critical Translingual English Classroom, Kate Anna Seltzer
Dissertations, Theses, and Capstone Projects
This ethnographic case study of an urban, linguistically diverse English classroom explores what happened when space was made for students both to voice their experiences living amidst ideologies that marginalize their language practices and identities and to resist such ideologies through writing that pushed monoglossic boundaries. Intensive one-on-one work with a high school English teacher led to the creation of a year-long curriculum that emphasized metalinguistic inquiry and discussion, linked language, power, and identity, and modeled the ways that writers and other artists take linguistic risks in order to critique monoglossic language ideologies.
Over the course of the year, students …
Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe
Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe
Faculty Publications
Preservice teachers often come into teacher education programs with a positivist view of assessment, which may have developed during their own schooling experiences. For this reason, purposefully constructed course work and field experiences must be offered to enable them reframe their conceptions of literacy assessment and to complicate the assessment practices that have become most familiar to them. This paper examines a course in which, the aim is to intentionally counter the positivist testing culture and invest in helping preservice teachers understand assessment as a multi-faceted, dynamic process of inquiry.