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Articles 1 - 8 of 8
Full-Text Articles in Education
Adapted Shared Storybook Reading: A Study Of Its Application For Children With Autism Spectrum Disorders And In Home Settings, Andrea Golloher
Adapted Shared Storybook Reading: A Study Of Its Application For Children With Autism Spectrum Disorders And In Home Settings, Andrea Golloher
Faculty Publications
This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study was to investigate whether individual components of the intervention package contributed to its overall effectiveness. Finally, the extent to which the participating children generalized their ability to engage in adapted shared reading with the researcher to shared reading with their parents was explored. The results of the investigation …
Oregon Reading Instructional Materials And Practices Statewide Survey Executive Summary, Sue Lenski, Dot Mcelhone, Mindy Legard Larson, Maika Yeigh, Carol Lauritzen, Amanda Villagómez, Dennis Davis, Marie Lejeune, Melanie Landon-Hays
Oregon Reading Instructional Materials And Practices Statewide Survey Executive Summary, Sue Lenski, Dot Mcelhone, Mindy Legard Larson, Maika Yeigh, Carol Lauritzen, Amanda Villagómez, Dennis Davis, Marie Lejeune, Melanie Landon-Hays
Faculty Publications
This study reports the results of a survey of a representative sample of 1,206 K-6 classroom and 7-12 English Language Arts teachers in Oregon to learn 1) what reading instructional materials are currently being used, 2) what reading instructional materials teachers would prefer, 3) what reading instructional materials teachers wanted to have included on the state approved materials list, and 4) what instructional practices teachers use. Results indicated that in grades K-6 basal/core reading programs were the predominant material in use, but that these teachers preferred to use trade books. The majority of grades 7-12 English Language Arts teachers reported …
Reforming High School American History Curricula: What Publicized Student Intolerance Can Teach Policymakers, Douglas E. Abrams
Reforming High School American History Curricula: What Publicized Student Intolerance Can Teach Policymakers, Douglas E. Abrams
Faculty Publications
This article concerns the way public high schools teach American history under curricula and standards mandated by state law. “We’re raising young people who are, by and large, historically illiterate,” says David McCullough, the dean of American historians.
The article describes three recent nationally publicized incidents in which high school students belittled lynching and the Trail of Tears, evidently without appreciating the episodes’ legal and historical significance to African Americans and Native Americans respectively. Standards and textbooks typically recognize diversity and multiculturalism, but research and surveys indicate that classroom teachers frequently sanitize or avoid discomforting topics that might trigger complaints, …
The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing, Donna Kalmbach Phillips, Mindy Legard Larson
The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing, Donna Kalmbach Phillips, Mindy Legard Larson
Faculty Publications
This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so ‘see’ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading …
Preservice Teachers Respond To And Tango Makes Three: Deconstructing Disciplinary Power And The Heteronormative In Teacher Education, Donna Kalmbach Phillips, Mindy Legard Larson
Preservice Teachers Respond To And Tango Makes Three: Deconstructing Disciplinary Power And The Heteronormative In Teacher Education, Donna Kalmbach Phillips, Mindy Legard Larson
Faculty Publications
This study employs Foucauldian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers' responses to And Tango Makes Three, a picture book by Richardson and Parnell. This analysis …
Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe
Dialogic Conversations In An Embedded Literacy Assessment Field Experience, Lucy Spence, Amy Donnally, Amy Johnson Lachuk, Marcie Ellerbe
Faculty Publications
Preservice teachers often come into teacher education programs with a positivist view of assessment, which may have developed during their own schooling experiences. For this reason, purposefully constructed course work and field experiences must be offered to enable them reframe their conceptions of literacy assessment and to complicate the assessment practices that have become most familiar to them. This paper examines a course in which, the aim is to intentionally counter the positivist testing culture and invest in helping preservice teachers understand assessment as a multi-faceted, dynamic process of inquiry.
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 …
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 …