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Articles 1 - 6 of 6
Full-Text Articles in Education
The Best Way To Learn A Pedagogy Is Practice: A Project-Based Learning Journey, Kelly C. Margot, Katherine Worden
The Best Way To Learn A Pedagogy Is Practice: A Project-Based Learning Journey, Kelly C. Margot, Katherine Worden
Michigan Reading Journal
Project based learning (PBL) is an instructional practice that gives students an opportunity to learn while focused on sustained inquiry. The teacher becomes a facilitator of learning by guiding students through an inquiry-process that includes authentic learning leading to a student-created product that will be shown to an authentic audience. Preservice teachers often lack exposure to this type of inquiry-based learning from their own school experiences and may be intimidated by this type of pedagogy. This manuscript tells the story of one English preservice teacher’s experience learning to be more comfortable with PBL and the role teacher education played by …
Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron
Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron
Michigan Reading Journal
This article features cases of how elementary education preservice teachers made sense of teaching literacy. Their contexts for teaching varied in policies, curricula, and demands for their literacy teaching, shaped their learning and understanding of literacy instruction and assessment as beginning teachers. The research featured in this article pushes upon conceptualizations of "good" literacy teaching and how mentor teachers serve a critical role in preparing the next generation of elementary literacy teachers. Recommendations are made on how to best support elementary preservice teachers in literacy instruction and assessment.
The Impact Of Attending Second Language Teaching Conferences, Jay Tanaka, María Díez-Ortega
The Impact Of Attending Second Language Teaching Conferences, Jay Tanaka, María Díez-Ortega
MITESOL Journal: An Online Publication of MITESOL
Attending a second language (L2) teaching conference is assumed to have a positive impact on teaching practice. Currently, however, there are very few studies that examine empirical evidence of such impacts. Given the substantial cost and effort involved in attending a conference, it is important to clarify the nature of conference impacts, so that both language teachers and conference administrators can reflect on how to best generate meaningful improvements in L2 teaching. Questionnaire and interview data were used to examine L2 teaching conference attendees’ perceived impacts on their teaching practice and beliefs. Results reveal generally positive impacts, in the form …
Developing Critical Communities For Critical Conversations In K-12 Classrooms, Natalie Sue Svrcek, Henry Cody C. Miller
Developing Critical Communities For Critical Conversations In K-12 Classrooms, Natalie Sue Svrcek, Henry Cody C. Miller
Language Arts Journal of Michigan
As marginalized identities are still largely denied representation in society and students from dominant groups lack sociocultural knowledge to live in a multicultural democracy, books are a powerful tool to address injustices. This article provides teacher candidates as well as practicing teachers with tools to address social justice topics in their classes by building critical communities to support critical conversations and subsequently using texts as tools for teaching in socially just ways. We offer a three part framework including 1) How teachers can begin to prepare to engage in critical conversations with students; 2) Laying out necessary steps for structuring …
Seeing In Color: How Are Teachers Perceiving Our Diverse Autistic Students?, Merida Lang
Seeing In Color: How Are Teachers Perceiving Our Diverse Autistic Students?, Merida Lang
Ought: The Journal of Autistic Culture
Although the discipline gap between Black and White students is well documented and the discipline gap between students with disabilities and those without has also been researched, the discipline gap between autistic students of color and White students has received very little attention. This essay asks educators to consider the ways in which autistic students of color exist in a specific cross section of double-discrimination and considers what can be done to reduce unconscious bias, including developing a broader and more diverse understanding of autistic culture.
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Language Arts Journal of Michigan
In this article, I address the topic of AAL usage in the classroom, particularly the line of thinking that assumes “correcting” the language is what will “set students up for success” in the future. By providing some abbreviated information on how children acquire language, I explain how AAL “correction” is actually counterproductive for student “success”—in both language acquisition and learning. Additionally, I will offer practical suggestions for how AAL can be incorporated in curriculum and instruction.