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Articles 1 - 14 of 14

Full-Text Articles in Education

Faith Narrative And Ethical Practice In The Literacy Field, Jason De Hart, Joann Higginbotham, Laura Anderson Dec 2020

Faith Narrative And Ethical Practice In The Literacy Field, Jason De Hart, Joann Higginbotham, Laura Anderson

TEACH Journal of Christian Education

What is the intersection between being a person of faith and a literacy teacher? How do educators experience literacy instruction when trying to connect their faith and practice? Using the lens of researchers Clandinin and Connelly (2000) these questions were explored from the perspective and experience of one of the co-authors. Three themes of Christian pedagogy emerged from the results of this narrative inquiry: the power of words, the power of forgiveness, and the power of voice.


Discussing Race, Policing, And Privilege In A High School Classroom, Arianna Banack Nov 2020

Discussing Race, Policing, And Privilege In A High School Classroom, Arianna Banack

Occasional Paper Series

This article describes a unit implemented in a ninth-grade English classroom using the young adult novel, All American Boys (Reynolds & Keily, 2015) to explore issues of police brutality, privilege, and racism. Pedagogical activities are offered alongside a critical reflection of the unit as the author explores difficult moments while teaching. Implications for English educators and currently practicing ELA teachers are provided with suggestions on how to revise the unit to center on exploring the systematic oppression of people of color.


Models Of Resistance: Novice Teachers Negotiating Barriers To Best Practice, Andrew P. Huddleston, Kathryn Ohle, Amy Mullins, Hannah Lowry, Denae Shake, Jordyn Arendse Jan 2020

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 ...


"They Almost Become The Teacher": Pre-K To Third Grade Teachers’ Experiences Reading And Discussing Culturally Relevant Texts With Their Students, Amy Clark, Jane Fleming Dec 2019

"They Almost Become The Teacher": Pre-K To Third Grade Teachers’ Experiences Reading And Discussing Culturally Relevant Texts With Their Students, Amy Clark, Jane Fleming

Reading Horizons: A Journal of Literacy and Language Arts

This qualitative research study examined 13 preschool to third-grade teachers’ experiences reading and discussing culturally relevant texts (CRTs) with their students. Teachers worked at four schools in a large urban school district and with child populations from different sociocultural and linguistic backgrounds. We employed provisional and open-coding to analyze teacher interview data. Three salient themes emerged from the data: children’s identity investment in reading and discussing CRTs, children’s interest in CRTs, and children’s depth of comprehension when discussing CRTs. Findings from teacher observations suggest that reading and discussing CRTs with children from nondominant social backgrounds can tap ...


Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine M. Kelly, Sara E. Miller, Karen Kleppe Graham, Chelsey M. Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus Oct 2019

Breaking Through The Noise: Literacy Teachers In The Face Of Accountability, Evaluation, And Reform, Catherine M. Kelly, Sara E. Miller, Karen Kleppe Graham, Chelsey M. Bahlmann Bollinger, Sherry Sanden, Michael Mcmanus

Reading Horizons: A Journal of Literacy and Language Arts

In an era of increased accountability, it is important to understand how exemplary teachers navigate the demands placed on them by their schools, districts, and states in order to support student learning aligned with their beliefs of effective instruction. To understand these negotiations, tensions facing exemplary literacy teachers were examined through a qualitative interview study. Participants included nineteen experienced PK-6th grade teachers from across the U.S. Results of the study indicate that teachers experience discrepancies between their beliefs and state and local mandates, and they discuss a variety of strategies for negotiating these discrepancies. Findings suggest that schools can ...


The Impact Of External Audience On Second Graders' Writing Quality, Meghan K. Block, Stephanie L. Strachan Oct 2019

The Impact Of External Audience On Second Graders' Writing Quality, Meghan K. Block, Stephanie L. Strachan

Reading Horizons: A Journal of Literacy and Language Arts

The overarching purpose of writing is to communicate; as such, the intended audience is a critical consideration for writers. However, elementary school writing instruction commonly neglects the role of the audience. Typically, children are asked to compose a piece of text without a specific audience that is usually evaluated by the classroom teacher. Previous studies have found a relationship between audience specification and higher quality writing among older children; this study examines the impact of audience specification on young children’s writing. Using a within-subjects design, the study compared writing quality when second-grade students wrote for internal versus external audiences ...


Culturally Responsive Literacy Instruction, Kimberly M. Jones-Goods Apr 2019

Culturally Responsive Literacy Instruction, Kimberly M. Jones-Goods

Journal of Research Initiatives

This qualitative study examined the incorporation of culturally responsive literacy instruction. The purpose was to explore teachers’ perception of effective culturally responsive literacy and instruction and ways in which the participants implemented culturally responsive literacy instruction. This study identified and explored three themes affecting three ways in which the participants incorporated culturally responsive literacy into their classrooms. The findings of this qualitative study align with literature on culturally responsive literacy instruction.


Searching For Mirrors: Preservice Teachers’ Journey Toward More Culturally Relevant Pedagogy, Tanya Christ, Sue Ann Sharma Mar 2018

Searching For Mirrors: Preservice Teachers’ Journey Toward More Culturally Relevant Pedagogy, Tanya Christ, Sue Ann Sharma

Reading Horizons: A Journal of Literacy and Language Arts

Culturally relevant text selection and pedagogy support students’ motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers’ challenges and successes with culturally relevant text selection and pedagogy for their students’ literacy instruction. Data sources include reader responses, lesson plans, and reflections. Emergent coding and constant comparative analysis yielded four categories of challenges (resistance, limited view of culture, lack of knowledge about students’ cultures and identities, and lack of opportunities for students to develop critical consciousness) and three criteria for successes (knowledge about the students ...


Pre-Service Teachers’ Use Of Multicultural Literature, Salika A. Lawrence, Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, Clorene Similien Oct 2017

Pre-Service Teachers’ Use Of Multicultural Literature, Salika A. Lawrence, Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, Clorene Similien

Journal of Inquiry and Action in Education

This qualitative study examines how pre-service teachers in urban elementary classrooms develop student literacy with multicultural literature. By evaluating the action research reports of three pre-service teacher candidates, the authors determine how reading experiences with texts align to Bloom’s Taxonomy and expectations for Common Core State Standards. Findings indicate that multicultural literature engages students with authentic connections to learning. Results also show that teachers relied on guided questioning to measure reading comprehension, though the types of questions varied. The implications of this study for teachers to consider are: how to incorporate multicultural texts into the curriculum to encourage critical ...


A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker Jul 2017

A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker

TAPESTRY

In the case of educators of adolescents in the dynamic process of English acquisition, it is our goal to increase the fulfillment and success of the students we are privileged to serve through nurturing their academic, emotional, personal, social, and civic development. It is, therefore, essential that educators understand the implementation and impact of teaching through a framework of care.


Change In Teacher Efficacy As A Result Of Collaborative Literacy Coaching, Kathleen S. Howe, Arlene L. Barry May 2017

Change In Teacher Efficacy As A Result Of Collaborative Literacy Coaching, Kathleen S. Howe, Arlene L. Barry

Journal of Educational Research and Innovation

The purpose of this qualitative multiple participant case study was to understand the impact of a nine month collaborative literacy coaching (CLC) initiative on middle and high school content teachers’ sense of efficacy for literacy teaching. The CLC design used here consisted of a required three-hour weekly cadre session that incorporated brainstorming, implementation and reflection of strategies and routines used. An after school study group, one-on-one coaching and “field trip” opportunities were available and used as well. Data including transcripts of weekly cadres meetings, individual interviews, and initial and followup questionnaires allowed three teachers to describe how the CLC initiative ...


Preparing Today To Empower Future Learners: Pre-Service Teachers’ Experiences Selecting & Evaluating Children’S Literature For Quality And Use In Prek-6th Grade Integrated Literacy/Science Instruction, Carolyn Stone, Deborah Conrad Jan 2017

Preparing Today To Empower Future Learners: Pre-Service Teachers’ Experiences Selecting & Evaluating Children’S Literature For Quality And Use In Prek-6th Grade Integrated Literacy/Science Instruction, Carolyn Stone, Deborah Conrad

The Language and Literacy Spectrum

The use of quality texts in elementary classrooms plays a major role in children’s literacy development. Quality children’s literature helps learners develop into skilled readers and writers with increased gains in vocabulary knowledge and comprehension. This paper demonstrates how pre-service teachers gained an understanding of the educational value of evaluating texts for quality. Using a mentor teacher assigned science topic, the pre-service teachers reviewed and evaluated texts and electronic based resources on specific science topics. The data highlights pre-service teachers’ reflections on how quality texts can be a powerful tool in supporting literacy success in their future teaching ...


Creating In A Participatory Culture: Perceptions Of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, Sarah Hunt-Barron Nov 2016

Creating In A Participatory Culture: Perceptions Of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, Sarah Hunt-Barron

Teaching/Writing: The Journal of Writing Teacher Education

The following embedded case study examines teachers’ perceptions of using digital and Web 2.0 tools for literacy instruction. These perceptions are important if teachers hope to enact a more participatory culture of creation rather than consumption called for by scholars such as the New London Group and the New Media Literacies scholars. Case study participants were teachers involved in a NWP site’s Invitational Summer Institute (ISI), with embedded cases of rural teachers in a high-poverty school district. The findings suggest teachers still face extrinsic barriers to enacting a participatory culture, and professional development is needed to help teachers ...


Integrating Information Literacy Instruction In An Upper-Division Writing-Intensive Class, Ellen K. Wilson, Jeffrey M. Blankenship Oct 2010

Integrating Information Literacy Instruction In An Upper-Division Writing-Intensive Class, Ellen K. Wilson, Jeffrey M. Blankenship

The Southeastern Librarian

Writing-intensive courses are a required component of undergraduate education at the University of South Alabama, but often the courses are designed to test students’ writing skills, rather than to teach the research and writing process. In the fall of 2008, an instruction librarian and an assistant professor in political science collaborated to redesign one writing intensive course, Public Administration (PSC 401), in an attempt to address this dilemma. This project was born out of frustration – frustration on the part of the professor about the generally poor quality of writing and research skills by students in the course the previous year ...