Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Arts and Humanities (16)
- Higher Education (14)
- Teacher Education and Professional Development (9)
- Educational Administration and Supervision (8)
- Higher Education Administration (8)
-
- Medicine and Health Sciences (8)
- Nursing (8)
- Social and Behavioral Sciences (8)
- Online and Distance Education (7)
- Race, Ethnicity and Post-Colonial Studies (7)
- Health and Physical Education (5)
- Science and Mathematics Education (5)
- Sociology (5)
- Communication (4)
- Critical and Cultural Studies (4)
- Elementary Education and Teaching (4)
- Curriculum and Instruction (3)
- Educational Methods (3)
- Feminist, Gender, and Sexuality Studies (3)
- Inequality and Stratification (3)
- Life Sciences (3)
- Rhetoric and Composition (3)
- Adult and Continuing Education (2)
- Biology (2)
- Disability and Equity in Education (2)
- Educational Assessment, Evaluation, and Research (2)
- First Amendment (2)
- Law (2)
- Liberal Studies (2)
- Keyword
-
- Diversity (7)
- Higher education (7)
- Academia (5)
- Literacy (5)
- Social justice (5)
-
- Collaboration (3)
- Faculty (3)
- Marginalization (3)
- Nursing education (3)
- Online education (3)
- People of color (3)
- Power (3)
- Racism (3)
- White fragility (3)
- White privilege (3)
- White supremacy (3)
- Whiteness (3)
- Academic freedom (2)
- Agency (2)
- Civility (2)
- Discrimination (2)
- Equity (2)
- Free speech (2)
- Instruction (2)
- Microaggression (2)
- Online learning (2)
- Pedagogy (2)
- Poststructural theory (2)
- Subjectivity (2)
- Toxicity (2)
Articles 31 - 34 of 34
Full-Text Articles in Education
Embodied Discourses Of Literacy In The Lives Of Two Preservice Teachers, Donna Kalmbach Phillips, Mindy Legard Larson
Embodied Discourses Of Literacy In The Lives Of Two Preservice Teachers, Donna Kalmbach Phillips, Mindy Legard Larson
Faculty Publications
This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education …
Preservice Literacy Teachers In Transition: Identity As Subjectivity, Mindy Legard Larson
Preservice Literacy Teachers In Transition: Identity As Subjectivity, Mindy Legard Larson
Faculty Publications
This research addresses the complexities of identity development of elementary and middle school preservice literacy teachers during their teacher education program using a poststructural feminist theoretical lens. This research investigated two questions: 1) How do preservice teachers develop their identity as teachers of literacy in the midst of authoritative discourses? 2) What kinds of strategies and discourses do preservice literacy teachers use to negotiate the competing discourses of literacy during student teaching? The results indicated that the identities of the preservice literacy teachers were in transition during their teacher education program and authoritative discourses were at work constituting their subjectivities …
From Observers To Participants: Joining The Scientific Community, Catherine A. Reinke, Susan R. Singer, Carl Mcdaniel, Carolyn J. Ferguson, Julia Vandermeer, Adam Williamson
From Observers To Participants: Joining The Scientific Community, Catherine A. Reinke, Susan R. Singer, Carl Mcdaniel, Carolyn J. Ferguson, Julia Vandermeer, Adam Williamson
Faculty Publications
In this essay, we have integrated the voices of our mentors and students to explore 45 years of undergraduate research experiences and their role in shaping our scientific community. In considering our collective experiences, we see undergraduate involvement in research as a rich source of community development, one that has both touched our lives and influenced our teaching.
Becoming A Teacher Of Literacy: The Struggle Between Authoritative Discourses, Mindy Legard Larson, Donna Kalmbach Phillips
Becoming A Teacher Of Literacy: The Struggle Between Authoritative Discourses, Mindy Legard Larson, Donna Kalmbach Phillips
Faculty Publications
This study describes and analyzes the influence of an ideological conflict between a teacher education program and a school district upon one pre-service teacher’s emerging identity as a teacher of literacy. Using poststructural feminism as the theoretical framework and a single case study analysis, the study illustrates how the discourse of the school district’s scripted reading program and the discourse of the university’s comprehensive literacy positions Claire, the pre-service teacher. The data analysis demonstrates how being positioned between these two competing and authoritative discourses conflicts with her understanding of reading and reading instruction. Reflecting upon the data, the research becomes …