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- Australian Journal of Teacher Education (1)
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- Literacy Practice and Research (1)
- Northwest Journal of Teacher Education (1)
- Teaching/Writing: The Journal of Writing Teacher Education (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Literacy Practice and Research
This study investigates the viability of disciplinary literacy by (1) examining whether English teachers can use disciplinary methods to read a disciplinary text and (2) identifying possible relationships between teacher training and the use of disciplinary approaches. In total, 21 English instructors thought-aloud as they read an unfamiliar poem, and two independent raters evaluated each transcribed response as either “Disciplinary” or “General” depending on the types of reading strategies demonstrated using a rubric generated from previous expert-novice studies in literary reading. This study found that ten (10) of the 21 participants used at least one disciplinary method to make sense …
Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner
Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner
Teaching/Writing: The Journal of Writing Teacher Education
What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Northwest Journal of Teacher Education
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.
Needed: Hits In Teacher Education Programs, Joseph Sanacore
Needed: Hits In Teacher Education Programs, Joseph Sanacore
The Reading Professor
From kindergarten children to graduate-level students, critical thinking is vitally important for personal and academic growth. Because today's world is saturated with all types of information, people--young and old--need the tools for determining what is true, "fake," or biased. Especially needed are teacher education programs that support higher interactive thinking skills (HITS) for undergraduate and graduate students. Whether they are preparing for student teaching or engaged in classroom practice, education majors benefit from gaining insights about critical thinking so they can nurture this growth in the children and adolescents who are entrusted to them. Fortunately, professional literature and evidence-based practices …
Generating Reflections Through Professional Collaborative Storytelling, Anne Keary, Narelle Wood, Karina Barley, Kelly Carabott
Generating Reflections Through Professional Collaborative Storytelling, Anne Keary, Narelle Wood, Karina Barley, Kelly Carabott
Australian Journal of Teacher Education
For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on …