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Articles 1 - 30 of 35
Full-Text Articles in Education
Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher
Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher
Teaching/Writing: The Journal of Writing Teacher Education
This paper presents a collaborative approach to professional learning in which classroom teachers mentored teacher candidates to connect theory and practice through formative assessment to improve students’ writing. Professional learning sessions pairing the teachers and teacher candidates occurred in each of the fall and winter semesters in two years of this project. Data were collected at these sessions and during focus group debriefings. The findings are themes related to: lines of communication and levels of collaboration; teachers’ pedagogical decisions about blogging and writing in their classrooms; classroom teachers and teacher candidates enacting formative writing assessment in the blogging platform; the …
Examining Elementary Teachers’ Feelings Of Self-Efficacy As Writers: Do The Writing Samples Tell More Compelling Stories?, Elizabeth Bifuh-Ambe
Examining Elementary Teachers’ Feelings Of Self-Efficacy As Writers: Do The Writing Samples Tell More Compelling Stories?, Elizabeth Bifuh-Ambe
Teaching/Writing: The Journal of Writing Teacher Education
Teaching writing to elementary students can be a difficult instructional task for many teachers, due to the complexity of the writing process and the variety of skills that students must demonstrate to be considered proficient writers. Because quality instruction is highly predictive of students’ achievements, teachers need to feel competent in various subject-specific disciplines. This mixed-methods study examines the role of professional development in fostering elementary teachers’ writing proficiency, and improving their feelings of self-efficacy as writers. Results indicate that it is difficult for teachers whose students struggle with writing to feel confident in their own writing abilities.
Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen
Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen
Teaching/Writing: The Journal of Writing Teacher Education
This study used stimulated-recall interviews throughout four secondary English preservice teachers’ (PSTs) semester-long student teaching internships to examine how critical teaching moments shaped their evolving conceptions of 21st-century writing. The article first describes the participants’ collective definitions of features and experiences of 21st-century writing in the ELA classroom, focusing specifically on how they understood digital and multimodal composition. It then examines two case studies that demonstrate how PSTs’ teaching experiences destabilized, challenged, and contradicted their emerging definitions. Findings suggest that English educators may engage PSTs in conceptualizing nuanced and flexible 21st-century writing pedagogies as they construct field experiences as reflective …
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
Teaching/Writing: The Journal of Writing Teacher Education
The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …
Occupational Therapy Student Readiness For Transition To The Fieldwork Environment: A Pilot Case Study, Pamela Karp
Occupational Therapy Student Readiness For Transition To The Fieldwork Environment: A Pilot Case Study, Pamela Karp
The Open Journal of Occupational Therapy
The classroom and the field represent diverse and unique teaching and learning environments that students are required to navigate successfully. Facilitating student success in these environments requires the efforts of educators and the students themselves. This qualitative pilot study sought to elucidate perspectives regarding student readiness from the viewpoint of occupational therapy academic and fieldwork educators. Data for the study was collected from interviews and a focus group. The results of the study revealed that academic and fieldwork educators value similar characteristics of student readiness for transition to fieldwork. However, there is a need for collaborative strategies between the academic …
Professional Learning Of Literacy Teachers Of Specialized Populations, Katie Egan Cunningham, Jodi Falk
Professional Learning Of Literacy Teachers Of Specialized Populations, Katie Egan Cunningham, Jodi Falk
Reading Horizons: A Journal of Literacy and Language Arts
In this article, the researchers share results from a study on teachers’ responses to professional learning experiences with a focus on balanced literacy methods to best meet the literacy needs of their d/Deaf students. The authors use theories of communities of practice, connected learning, and collective hope. Findings indicate that for professional learning to be meaningful and actionable, it needed to include the following four criteria: (1) must be relevant to the specific population of children; (2) must acknowledge and value organic, teacher-initiated professional learning; (3) must incorporate a collaboratively decided-upon shared purpose; and (4) must be joy driven and …
Teacher Candidates’ Use Of Critical Literacy To Shift Thinking About Texts And Social Justice, Aimee Papola-Ellis
Teacher Candidates’ Use Of Critical Literacy To Shift Thinking About Texts And Social Justice, Aimee Papola-Ellis
Reading Horizons: A Journal of Literacy and Language Arts
It is essential to support teacher candidates in becoming culturally responsive and learning about social justice in the classroom as schools across the country become more culturally and linguistically diverse. In this qualitative study, the author looked at children’s literature as a way to support teacher candidates’ learning about critical literacy and social justice. Teacher candidates constructed an annotated bibliography of children’s texts centered around a topic of their choice. Findings suggest teachers increased their understanding and use of a critical literacy lens on the literature they selected and developed a deeper understanding of the potential connections between children’s texts …
Editorial Review Board Rh V. 59 N.2
Editorial Review Board Rh V. 59 N.2
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Bilingual Children's Talk About Informational Text: Focus On Ideas, Images, And Print, Laura Beth Kelly
Bilingual Children's Talk About Informational Text: Focus On Ideas, Images, And Print, Laura Beth Kelly
Reading Horizons: A Journal of Literacy and Language Arts
Current standards push for elementary students to have text-based and text-centric discussions of what they read. This study explored what bilingual third-grade students talked about during small-group text-based discussions of informational texts. The author conducted a qualitative analysis of 10 video-recorded discussions, five of books matched to students’ reading levels and five of complex texts one year ahead of students’ reading levels. Two groups of three students participated. All students needed additional support to read successfully at grade level. Findings show that only a quarter of student talk clearly connected to printed text. Their talk oriented toward ideas, images, and …
The Learner Profiles Of Novice Literacy Coaches, Lisa L. Ortmann, Katherine Brodeur, Susan Massey
The Learner Profiles Of Novice Literacy Coaches, Lisa L. Ortmann, Katherine Brodeur, Susan Massey
Reading Horizons: A Journal of Literacy and Language Arts
Literacy coaches need support developing their professional capacities for coaching (Kern et al., 2018). This study explored the ways novice literacy coaches developed literacy coaching discourses during coursework in two reading specialist master’s degree programs. Through qualitative and discourse analysis of transcribed coaching videos and assignments, novice literacy coaching discourse was compared to professional literacy coaching discourse. Findings revealed candidates used coaching language and stances with varying degrees of success, but the discourse of novice and professional differed greatly. Five learner profiles of novice literacy coaching are presented: the interviewer, the role-player, the curious learner, the cheerleader, and the natural …
Growing And Learning As A Student, Teacher, And Artist, Lauren Johnson
Growing And Learning As A Student, Teacher, And Artist, Lauren Johnson
Teaching/Writing: The Journal of Writing Teacher Education
Notes on the process of creating the unique cover designs for the special issue of Teaching/Writing: The Journal of Writing Teacher Education, 'Writing Teacher Education in Extraordinary Times'
Bringing Out The Best Of Leaders, Teachers, And Students In The Midst Of Covid-19: Lessons Learned From Russell County, Alabama, Adam Kilcrease Phd
Bringing Out The Best Of Leaders, Teachers, And Students In The Midst Of Covid-19: Lessons Learned From Russell County, Alabama, Adam Kilcrease Phd
Teaching/Writing: The Journal of Writing Teacher Education
The COVID-19 pandemic of 2020 caused negative effects related to the economy, families, and the public education sector; however, one system in Russell County emerged from the pandemic with stories to share. The purpose of this article was to describe an effective School Closure Plan related to the COVID-19 pandemic in Russell County, Alabama. Guided by the system's superintendent, leaders, teachers, students, and guardians joined forces to navigate the unfamiliar roads of the health crisis while providing continued opportunities for students to learn in virtual and blended formats. With a focus on critical standards outlined by the Alabama State Department …
Critical Thinking During A Pandemic, Cheryl Comeau-Kirschner
Critical Thinking During A Pandemic, Cheryl Comeau-Kirschner
Teaching/Writing: The Journal of Writing Teacher Education
This article explores how a sudden shift to distance learning created unique challenges in a co-requisite course for English language learners. Focusing on critical thinking and advanced ESL composition during the COVID-19 Pandemic required course adjustments and a new way of thinking about how to teach and learn in unprecedented times.
Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard
Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard
Teaching/Writing: The Journal of Writing Teacher Education
This account of transitioning a children’s literature course to remote learning during the Covid-19 pandemic describes the use of digital service learning and instructional scenarios to develop pre-service teachers’ knowledge of teaching writing craft across literary genres.
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner
Teaching/Writing: The Journal of Writing Teacher Education
What does it mean to “keep things going online” in an undergraduate teacher education course on teaching writing? In this article, a teacher educator describes how, in consultation with her students, she adapted a secondary English methods course on teaching writing to teach it online. While highlighting and celebrating what worked, she also reflects on lessons learned and teaching questions that continue to persist.
Building Community In A Virtual Course, Kristen Hawley Turner
Building Community In A Virtual Course, Kristen Hawley Turner
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
Online Language Arts Instruction In An Elementary Methods Course: Successes And Challenges, Charlotte A. Mundy-Henderson, Callie Martin
Online Language Arts Instruction In An Elementary Methods Course: Successes And Challenges, Charlotte A. Mundy-Henderson, Callie Martin
Teaching/Writing: The Journal of Writing Teacher Education
This paper describes the successes and challenges of an assistant professor and her students as they were forced to pivot mid-semester from a traditional face-to-face Elementary Language Arts Methods course to a completely online course due to the COVID-19 Pandemic. Increased communication, identifying and sharing valuable resources, and adopting a more flexible attitude when it comes to writing instruction were among the successes of this now online course. While ensuring that online field experiences were meaningful was one of the biggest challenges. Takeaways were that increased communication and flexibility are vital parts of online learning, especially when in an unexpected …
The Common Core State Standards In Mathematics For Place Value: Developmentally Appropriate Or Not?, Sarah N. Hughey
The Common Core State Standards In Mathematics For Place Value: Developmentally Appropriate Or Not?, Sarah N. Hughey
Masters Theses
This exploratory case study examines the developmental appropriateness of the Common Core State Standards in Mathematics (CCSSM) for place value for second through fourth-grade students. A correlation analysis was performed on end of year scores from the 2018-19 school year on a standardized norm-referenced test and a conceptually-based interview assessment from the Math Recovery program (AVMR) on 137 students from one school in the Midwest. An item analysis was also performed on AVMR assessments for 70 students from the 2019-20 school year. The results showed that second and third-grade students did not display the expected amount of growth in conceptual …
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin
Reading Horizons: A Journal of Literacy and Language Arts
This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading, and higher self-efficacy to seek help when learning for academic purpose. There were no differences …
Examining Literacy Specialist Candidates’ Self-Efficacy Beliefs In Leadership Competencies Before And After Internships In Schools, Nina L. Nilsson
Examining Literacy Specialist Candidates’ Self-Efficacy Beliefs In Leadership Competencies Before And After Internships In Schools, Nina L. Nilsson
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to examine differences in the self-efficacy beliefs of 25 literacy specialist candidates in three key leadership areas before and after 15-week internships in schools. The three leadership areas, identified by university faculty as important to the leadership role of literacy specialists in schools today, are: 1) serving as a resource to classroom teachers, administrators, and parents; 2) conducting staff development; and 3) engaging in literacy program development and coordination. Paired-sample t-tests used to evaluate pre/post-survey scores at the end of the 15 weeks suggest self-efficacy beliefs in all three categories grew significantly over …
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Reading Horizons: A Journal of Literacy and Language Arts
Learning to use critical practice-based research as part of teaching is an important goal for preservice teachers, especially for those who plan to teach English learners in linguistically diverse settings. In this study, we examine the experiences of preservice teachers who were introduced to a framework for enacting iterative, transformative action research, and used the framework to study their own teaching in a one-on-one writing partnership with young English learners. Using an established self-efficacy survey instrument, as well as qualitative measures such as course artifacts and observations of teaching, we conducted a mixed-methods study to examine the impact of research …
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Reading Horizons: A Journal of Literacy and Language Arts
Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This qualitative study investigated PSTs’ perceptions and attitudes about teaching diverse students after a series of modeled lessons. Analysis revealed that over the course of the semester PSTs either continued to focus on barriers related to equitable teaching, began to discuss new possibilities for teaching, or were ready to enact the practices they had …
Editorial Review Board Rh V. 59 N.1
Editorial Review Board Rh V. 59 N.1
Reading Horizons: A Journal of Literacy and Language Arts
No abstract provided.
Voice And New Literacies: Student Perceptions Of Writing Instruction In A Secondary English Classroom, Jenny M. Martin
Voice And New Literacies: Student Perceptions Of Writing Instruction In A Secondary English Classroom, Jenny M. Martin
Teaching/Writing: The Journal of Writing Teacher Education
Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students’ writing and participants’ perception of these instructional choices. The sample included the teacher and 14 students, …
Influential Fellows: A Professor And Writing Fellows Reflect On Identities, Feedback, And Communities, Sharlene Gilman, Paxton Beck, Nancy Zola
Influential Fellows: A Professor And Writing Fellows Reflect On Identities, Feedback, And Communities, Sharlene Gilman, Paxton Beck, Nancy Zola
Teaching/Writing: The Journal of Writing Teacher Education
Insufficient attention has been directed to first year and first generation developmental writing students whose courses involve embedded peer and near-peer tutors. This article explores the learning communities and learning and teaching identities mutually constructed by one professor of developmental composition and two Writing Fellows who are secondary English education majors through working together with our population, and how relationship dynamics impacted identities and curricular choices.
Exploring The Impact Of Teacher Collaboration On Student Learning: A Focus On Writing, Shannon M. Pella
Exploring The Impact Of Teacher Collaboration On Student Learning: A Focus On Writing, Shannon M. Pella
Teaching/Writing: The Journal of Writing Teacher Education
In this yearlong case study, six English teachers in an urban high school in Northern California engaged in sustained collaboration focused on developing and enacting strategies to improve the writing skills of their culturally and linguistically diverse freshmen. The study was conducted between August 2018 and June 2019, to determine the connections, if any, between teacher collaboration and student learning. Qualitative data were analyzed from teacher collaboration and observation of classroom practices, focus groups and teacher-created artifacts. Students’ on-demand writing assessments in fall and spring were compared with instructionally supported writing. Student surveys were analyzed in a mixed methods approach. …
Preservice Teacher Writer Identities: Tensions And Implications, David Premont, Shea Kerkhoff, Janet Alsup
Preservice Teacher Writer Identities: Tensions And Implications, David Premont, Shea Kerkhoff, Janet Alsup
Teaching/Writing: The Journal of Writing Teacher Education
Because of recent attention underscoring the lack of preservice teachers’ (PSTs) writer identities , the purpose of this manuscript is to learn more about the writer identities of two PSTs, how to uncover the tensions that exist therein, and how they intend to enact that writer identity in the secondary classroom. This multiple case study examines the writer identity of two PSTs from a midwestern university in the United States. Data collection included a visual metaphorical representation, participant generated reflections in class, and participate generated reflections in practicum. The data suggest that contrasting writer identities exist among preservice ELA teachers …
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Journal of Communication Pedagogy
Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty …
Journal Of Communication Pedagogy, Complete Volume, 2020
Journal Of Communication Pedagogy, Complete Volume, 2020
Journal of Communication Pedagogy
No abstract provided.
Models Of Resistance: Novice Teachers Negotiating Barriers To Best Practice, Andrew P. Huddleston, Kathryn Ohle, Amy Mullins, Hannah Lowry, Denae Shake, Jordyn Arendse
Models Of Resistance: Novice Teachers Negotiating Barriers To Best Practice, Andrew P. Huddleston, Kathryn Ohle, Amy Mullins, Hannah Lowry, Denae Shake, Jordyn Arendse
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to examine how graduates from three teacher education programs made decisions regarding literacy instruction and assessment as well as the extent to which they were able to implement practices learned in their education programs. Participants were interviewed and observed multiple times, and a variety of documents, such as lesson plans, assessments, and journal prompts, were collected. Data were analyzed using the constant comparative method and Bourdieu’s concepts of field, capital, and habitus. Although the participants initially accepted the existing practices of their schools, they later implemented concepts learned in their education programs. The ways …