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Articles 1 - 19 of 19
Full-Text Articles in Education
Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson
Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson
Michigan Reading Journal
In the education landscape the literacy of Black boys is viewed from deficit framing. Often, educators, politicians, and laypeople point to scores on standardized assessments such as the MSTEP, NAEP, ACT, SAT, and NWEA, these tests only tell a part of the story. The part of the story that those assessments do tell is the abject failure of schools’ ability to engage Black boys in school-based literacy and catapult them into proficient and advanced proficient reading levels. The part of the story that those assessments do not tell is the literate lives that Black boys lead. Furthermore, schools do a …
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. …
Reflecting On And Embracing The Complexity Of Literacy Theories In Practice, Christine Lare, Katarina N. Silvestri
Reflecting On And Embracing The Complexity Of Literacy Theories In Practice, Christine Lare, Katarina N. Silvestri
The Language and Literacy Spectrum
This paper responds to the need to support complexities of literacy instruction by identifying and illustrating teaching strategies used by a practicing special education teacher rooted in a multi-theoretical approach to teaching literacy. We argue the importance of teaching from multiple theoretical standpoints and utilizing student-centered, asset-based approaches to pedagogy, assessment, and learning relating to literacy. We share our multi-theoretical approach to understanding and teaching literacy, defining literacy and its complexities. Then, we illustrate several teaching practices including using growth mindset, implementing asset-based data collection, utilizing feedback, and integrating inquiry-based learning that ultimately supports the cultivation of empowered literacy learners …
Reading And Students With Intellectual Disabilities: Using The Readers Workshop Model To Provide Balanced Literacy Instruction, Rebecca Mahlburg
Reading And Students With Intellectual Disabilities: Using The Readers Workshop Model To Provide Balanced Literacy Instruction, Rebecca Mahlburg
LC Journal of Special Education
The purpose of this paper is to explain how reading skills benefit students with intellectual disabilities in multiple areas of their lives and to propose that Readers Workshop, a model used in many educational settings, may also be used in literacy instruction for students with intellectual disabilities. The major topics that will be addressed include the importance of reading for students with intellectual disabilities, historical approaches to teaching reading to students with intellectual disabilities, and an overview of reading instructional methods. Readers Workshop is described as it is commonly used in general education classrooms and benefits of using this model …
The Effects Of Team-Based Learning On Preservice Elementary Teachers' Sense Of Efficacy For Literacy Instruction, Lauren R. Brannan
The Effects Of Team-Based Learning On Preservice Elementary Teachers' Sense Of Efficacy For Literacy Instruction, Lauren R. Brannan
The Reading Professor
Teaching efficacy is an important variable related to teaching behaviors, student achievement, and teachers' psychological behaviors; therefore, strategies to build teaching efficacy during preservice teacher preparation should be implemented. Team-based learning (TBL) has been used across a variety of disciplines in higher education, but it hasn't been explored in the preparation of elementary literacy teachers or in relation to teaching efficacy. In this study, TBL was implemented in an undergraduate reading methods course for one semester. A comparison group was used from the same course during a different semester using a traditional lecture approach. Participants' sense of efficacy for literacy …
Engaging Pre-Service Teachers In Interactive Social Justice-Themed Read-Alouds, Kayln Hoppe
Engaging Pre-Service Teachers In Interactive Social Justice-Themed Read-Alouds, Kayln Hoppe
Educational Considerations
This qualitative case study explored how pre-service teachers responded to social justice-themed picture book read-alouds in an undergraduate literacy course. Data were collected from personal observations, semi-structured focus group interviews, and student work, and were analyzed using inductive analysis. Findings indicate how reading multicultural literature aloud plays an important role in post-secondary students’ content understanding and preparation for a career in teaching. This case study may inspire teacher educators to incorporate multicultural read-alouds into higher education coursework.
Discussing Race, Policing, And Privilege In A High School Classroom, Arianna Banack
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
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 …
"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
"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 into children’s capacities …
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
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 support …
The Impact Of External Audience On Second Graders' Writing Quality, Meghan K. Block, Stephanie L. Strachan
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 and …
Culturally Responsive Literacy Instruction, Kimberly M. Jones-Goods
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
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
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 thinking, …
A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker
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
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
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. It also …
Creating In A Participatory Culture: Perceptions Of Digital Tools Among Teachers, Emily Howell, Rebecca Kaminski, Sarah Hunt-Barron
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 effectively use …
Integrating Information Literacy Instruction In An Upper-Division Writing-Intensive Class, Ellen K. Wilson, Jeffrey M. Blankenship
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 …