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- English (3)
- Teacher education (3)
- Methods (2)
- Young adult literature (2)
- Agency (1)
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- Ancestor (1)
- Anishinaabe (1)
- Critical literacy (1)
- Decolonization (1)
- Developmental Reading (1)
- First-Year College Students Disciplinary Literacy (1)
- Mental illness (1)
- Native (1)
- Ojibwe (1)
- Reading-Writing Connection (1)
- Strength (1)
- Teacher education; reading classroom text; classroom literacy; student teaching internship; stance (1)
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Articles 1 - 6 of 6
Full-Text Articles in Education
Gichi-Ayaa Mashkawziiwin, Suzette E. Lacasse (Anishinaabe-Ojibwe)
Gichi-Ayaa Mashkawziiwin, Suzette E. Lacasse (Anishinaabe-Ojibwe)
Conspectus Borealis
No abstract provided.
Asking The Tough Questions: Teaching Literature And Nonfiction Through Critical Literacy To Recapture Our Voices, Agency, And Mission, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Asking The Tough Questions: Teaching Literature And Nonfiction Through Critical Literacy To Recapture Our Voices, Agency, And Mission, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Conference Presentations
Exploding the Myth of Mental Illness
Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Conference Presentations
Presenter Two will share new research on young adult literature which features characters with mental illness. She will describe strategies for using texts such as Your Voice is All I Hear (2015), Thirteen Reasons Why (2007), and The Impossible Knife of Memory (2014) to analyze and critique representations of mental illness in young adult literature. Drawing on research by Koss & Teale (2009) and Richmond (2014), this presenter will help session attendees interrogate “the power of language choices” and “become empowered to confront the stigma associated with mental illness and confront bullying” (p. 24).
Examining How Novices, Apprenticing Experts, And Disciplinary Experts Approach Reading Academic Texts, Hali A. Tavalsky
Examining How Novices, Apprenticing Experts, And Disciplinary Experts Approach Reading Academic Texts, Hali A. Tavalsky
All NMU Master's Theses
First-year college students are often unprepared for college-level reading, writing, and discourse. It is important to understand how various instructional practices affect students’ reading and writing abilities. The purpose of this study was to explore how reading and writing instruction grounded in a sociocognitive and combined-use theoretical framework affected participants’ reading and writing outcomes, and reading attitudes. The dependent variables were participants’ a) reading comprehension, b) summary and synthesis abilities, c) reading attitudes, and d) reading strategy application. Six participants were recruited from a first-year developmental reading course. How those participants (novices) approached academic texts compared to three English graduate …
Storying Our Journey: Conversations About The Literary Canon And Course Development In Secondary English Education., Elsie L. Olan, Kia Jane Richmond
Storying Our Journey: Conversations About The Literary Canon And Course Development In Secondary English Education., Elsie L. Olan, Kia Jane Richmond
Journal Articles
Olan and Richmond present preservice English teachers’ stories about having little experience with canonical texts they are asked to teach in their field experiences.
(Mis)Reading The Classroom: A Two-Act “Play” On The Conflicting Roles In Student Teaching, Christi U. Edge
(Mis)Reading The Classroom: A Two-Act “Play” On The Conflicting Roles In Student Teaching, Christi U. Edge
Journal Articles
This case study examined concentric and reciprocal notions of reading—that of high school students, a pre-service teacher, and a teacher educator. An intern charged with teaching students to read, interact with, and compose texts in an English/language arts classroom constructed her role in the classroom based on her reading the “text” of her internship experiences, relationships, and responsibilities. Using interviews and observations, a teacher educator read and interpreted the classroom “text” the pre-service teacher “composed” during her internship and then constructed a two-act “play” which details the conflict in the intern’s enacting the dual role of student-teacher and her subsequent …