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Textbook Aliteracy In Teacher Education: Information Everywhere, But How Much Do They Read?, Rosalind R. Gann, L. Kathryn Sharp, Scott Mcilquham
Textbook Aliteracy In Teacher Education: Information Everywhere, But How Much Do They Read?, Rosalind R. Gann, L. Kathryn Sharp, Scott Mcilquham
ETSU Faculty Works
This article explores the problem of textbook aliteracy, i.e. the failure to read assigned texts despite the ability to do so. Constructivism is its theoretical frame. Teacher education students at a medium-sized university in the Southern Appalachian Mountains were surveyed on their textbook reading practices. Ninety percent of the 116 students completing the survey reported studying instructors’ power points in preference to completing assigned readings, at least some of the time. All were readers, though a majority (68%) reported at least some difficulty reading assigned texts. Often, they appeared to be avoiding the challenges posed by demanding text. The authors …
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
ETSU Faculty Works
Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not …