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Articles 1 - 8 of 8
Full-Text Articles in Education
The Apa Dragon, Anna Gonzalez
“I Want Them To See The Real Us Not Just What They What They Want Us To Be…”: Cultivating A ‘Literate Language Of The Soul’ For Radical Hope, Patriann Smith
“I Want Them To See The Real Us Not Just What They What They Want Us To Be…”: Cultivating A ‘Literate Language Of The Soul’ For Radical Hope, Patriann Smith
Literacy Practice and Research
In this conceptual essay, I argue that radical hope can be fostered through literacies of timeless learning based on student-created literature in literacy and English language arts classrooms as an endeavor of soul education, allowing teachers and youth to cultivate a literate language of the soul. Drawing on tenets of soul education and its interconnections with affect theory and Ubuntu as an African spirituality, I describe how literacy and English language arts teachers working with predominantly Black middle-school youth connected their histories, backgrounds, stories, and understandings while engaging with literature created by their students. I argue that exploring literacies …
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Literacy Practice and Research
An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and participation in this important policy initiative. This study was designed to include the voices of literacy teacher educators from four Midwestern states (Iowa, Kansas, Missouri, Nebraska). The study was conducted across two phases. This article focuses on Phase II, which involved one-on-one interviews with participants. The interview responses were qualitatively analyzed using a priori and inductive analysis. Three major themes emerged that inform how literacy teacher educators negotiated sense-making of a historically confusing construct (dyslexia) and related policy initiative.
A Comprehensive Literacy Approach: Integrating The Science And Art Of Reading For Adolescents, Robert A. Griffin
A Comprehensive Literacy Approach: Integrating The Science And Art Of Reading For Adolescents, Robert A. Griffin
Literacy Practice and Research
This paper explores the effectiveness of a comprehensive approach to literacy instruction that integrates both the science and art of reading for adolescents. Drawing on a range of research and educational practices, this paper emphasizes the importance of merging explicit, structured instruction in the foundations of reading with student choice, engagement, and collaborative learning opportunities. Scaffolding comprehension and vocabulary development, integrating technology and multimodal literacy, and prioritizing professional development and teacher preparation programs are also discussed. A case study of a middle school language arts teacher and her student illustrates the practical implications of a comprehensive approach to literacy instruction. …
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Literacy Practice and Research
The purpose of this qualitative study was to analyze the reflective comments made by teacher candidates (TCs) after they participated in weekly discussions about the tween novel Ungifted by Korman (2012). The TCs attended at a regional Pacific Northwest university, majoring or minoring in various educational fields. After reading and discussing the topic of giftedness as it related to their engagement with the novel, the TCs wrote a reflective essay about their new understandings of teaching the gifted. Using the constant-comparative method, the essays from three sections of the course over a three-year period were read and reread for identifiable …
Benefits Of Supplemental Field Experiences: Reviewing Five Years Of Program Data, Megan Adams, Sanjuana C. Rodriguez
Benefits Of Supplemental Field Experiences: Reviewing Five Years Of Program Data, Megan Adams, Sanjuana C. Rodriguez
Literacy Practice and Research
This study includes five years of data from a summer literacy program. The program provides a supplemental field experience for teacher candidates in a College of Education. In that experience, candidates work with children from economically marginalized populations who are performing below grade level in reading. Findings indicate supplemental field experiences are critical in developing efficacy in the candidates and supporting their development as they become professionals with varied literacy teaching strategies. Finally, the findings indicate teacher candidates need supplemental field experiences to understand the demands of the profession and to build teaching stamina.
Literacy Stars In The Making: Reading & Writing Fluency Idol, Kristine Calo, Ellen Koitz, Jennifer Dinterman, Cassidy O'Neill
Literacy Stars In The Making: Reading & Writing Fluency Idol, Kristine Calo, Ellen Koitz, Jennifer Dinterman, Cassidy O'Neill
Literacy Practice and Research
This article describes an intervention project with 20 K-5 students who were receiving remedial reading support during a summer reading clinic. Reading & Writing Fluency Idol capitalizes on the power of poetry, scaffolding, and explicit feedback to motivate and engage students while building a wide range of literacy skills. The K-5 students read mentor poems and texts using a variety of evidence-based fluency practices, and then used the texts as models for their own writing. The article explains how the authors implemented the intervention culminating in a Fluency Idol event to showcase and celebrate the children as readers and writers.
Arrows Of Resilience: Teaching The Artemis Archetype In Children’S Literature, Shannon Tovey
Arrows Of Resilience: Teaching The Artemis Archetype In Children’S Literature, Shannon Tovey
Literacy Practice and Research
Story is a powerful vehicle for teaching resilience skills. Strong female archetypes in stories demonstrate qualities of resilience that offer models of how to face adversity, survive it, and thrive. Drawing on psychoanalytic, resiliency, reader response, and Storyworld Possible Selves theories, this work explores the relationship between strong female characters in children’s literature and resilience skills, and explains ways in which analyzing, discussing, and writing about them can help to build emotional competencies that will last a lifetime.