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- The Language and Literacy Spectrum (1)
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Articles 1 - 17 of 17
Full-Text Articles in Curriculum and Instruction
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Embracing The New Normal: Infusing Academic Language And Technology To Empower Ells, Scott B. Freiberger
Journal of English Learner Education
This au courant, research-based article offers specific program ideas for teachers during this unprecedented time when supporting our ELLs is especially needed.
Innovations And Critical Issues In Teaching And Learning, Volume 1, Issue 2, 2020
Innovations And Critical Issues In Teaching And Learning, Volume 1, Issue 2, 2020
Innovations and Critical Issues in Teaching and Learning
Complete text of Innovations and Critical Issues In Teaching and Learning, Volume 1, Issue 2, 2020.
The Case For Mandatory Literacy Training For Elementary Education Principals, Catherine Mcgeehan, Meganlyn Norris
The Case For Mandatory Literacy Training For Elementary Education Principals, Catherine Mcgeehan, Meganlyn Norris
Journal of Organizational & Educational Leadership
The focus of this study was to examine how well Educational Leadership programs prepare principals to serve as literacy leaders. The role of a school leader is complex and multifaceted involving managerial duties and resource allocation (Jenkins, 2009). Yet, the primary role of the school leader is “…to promote the learning and success for all students” (Lunenburg, 2010, p. 1). In a 2017 report commissioned by the Learning Policy Institute, Sutcher, Podolsky and Espinoza noted a strong positive correlation between instructional leadership and student achievement. This raises questions and concerns regarding the extent to which leadership preparation programs are preparing …
Writing That Counts: Grounding A Critique Of The Common Core English Language Arts Standards In Classroom Memories, Katie Nagrotsky, Anaisbely Franjul Grullon
Writing That Counts: Grounding A Critique Of The Common Core English Language Arts Standards In Classroom Memories, Katie Nagrotsky, Anaisbely Franjul Grullon
Democracy and Education
The authors of this article call upon classroom memories to demonstrate the harm of the standardized testing apparatus in the English Language Arts (ELA) classroom. Goal setting under the Every Student Succeeds Act (ESSA) has led to targeted school intervention based on metrics, and many states have chosen to double down on standardized ELA and math test data to determine the quality of a school, student learning, and teacher effectiveness. The authors argue that the assessments associated with the ELA Common Core State Standards (CCSS) are harmful to all students, and particularly students from marginalized communities whose literacies are not …
A Teacher’S Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
A Teacher’S Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
COVID-19 and Catholic Schools
This reflection details the online adaptation of a robust advocacy unit that was grounded in Catholic Social Teachings. As this unit asked students to unravel single narratives and persuade others to take action, there was a seamless link between the original design and a “hopeful curriculum,” which is supportive during a time of crisis as the goal is social-justice through solidarity and active participation (Renner, 2009) Through intentionally redesigning the unit guided by student curiosity, the classroom was simultaneously engaged with faith and social justice. Students became active advocates, especially through the intertwined nature of their topics and current events. …
A Teacher's Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
A Teacher's Reflection On Catholic Social Teachings And Hopeful Curriculum During Covid-19, Kierstin Giunco
Journal of Catholic Education
This reflection details the online adaptation of a robust advocacy unit that was grounded in Catholic Social Teachings. As this unit asked students to unravel single narratives and persuade others to take action, there was a seamless link between the original design and a “hopeful curriculum,” which is supportive during a time of crisis as the goal is social-justice through solidarity and active participation (Renner, 2009) Through intentionally redesigning the unit guided by student curiosity, the classroom was simultaneously engaged with faith and social justice. Students became active advocates, especially through the intertwined nature of their topics and current events. …
Formative Space: Literacy Practices In 21st Century Curriculum Making, Mary C. Ott
Formative Space: Literacy Practices In 21st Century Curriculum Making, Mary C. Ott
Electronic Thesis and Dissertation Repository
Partnerships for 21st Century learning support curricular reforms for global, cross-disciplinary competencies that will leverage and benefit education technologies. However, this research partnership with a literacy program developer occasioned an opportunity to study curriculum making in the 21st century that did not make assumptions about technologies and competencies. The integrated thesis based on this project pushes boundaries on how assessment and curriculum making are conceptualized by exploring broader questions of inquiry and participation through literacy and assessment practices in six junior elementary classrooms in Ontario, Canada, over a two-year period. Chapter 1 provides the background and purpose of the study …
Engaging Middle School Emergent Bilinguals In Language Awareness: A Practitioner Researcher Study, Carol Lickenbrock
Engaging Middle School Emergent Bilinguals In Language Awareness: A Practitioner Researcher Study, Carol Lickenbrock
Dissertations
This practitioner research study (Cochran-Smith & Lytle, 2009) traced the journey toward critical literacy of a group of seven emergent bilinguals and me, their teacher, over the course of a four-month unit on argument as part of our English for Speakers of Other Languages 3 (ESOL3) class. Many of these students, like many emergent bilinguals in the United States, had been disempowered because they had not had access to the academic texts of school. As part of this research, students worked with tools of Systemic Functional Linguistics (SFL) to analyze the interpersonal, ideational and textual metafunctions of argumentation in lessons …
Innovations And Critical Issues In Teaching And Learning Volume 1, Issue 1, 2020
Innovations And Critical Issues In Teaching And Learning Volume 1, Issue 1, 2020
Innovations and Critical Issues in Teaching and Learning
Complete text of Innovations and Critical Issues In Teaching and Learning Volume 1, Issue 1, 2020.
The Importance Of Utilizing Play To Promote Emergent Literacy In Early Childhood Environment, Terisa Scrabeck
The Importance Of Utilizing Play To Promote Emergent Literacy In Early Childhood Environment, Terisa Scrabeck
Innovations and Critical Issues in Teaching and Learning
There is no question that play is important in the lives of children at home and at school. Unfortunately, the amount of play in early childhood classrooms continues to diminish. Teachers are under pressure to meet high academic expectations so they are spending more time on instruction and testing instead of play. Children enjoy play and it improves many different skills, like literacy. Children develop knowledge of literacy as they engage with print. Therefore, literacy can be developed through different types of play, including well-defined enriched literacy play settings and adult role models. The importance of utilizing play to promote …
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore
The Language and Literacy Spectrum
In The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy (2019), Elizabeth Dutro provides educators with heart-felt, inquiry-based strategies for using trauma as pedagogy in literacy classrooms. This book describes how to situate both educators and children to provide testimony and be critical witnesses in an effort to allow life knowledge, empathy, and wisdom be brought to classroom learning experiences. Dutro uses classroom vignettes and student work samples to illustrate how the concept of trauma as pedagogy can be applied across genres. Experiences and examples of literacy instruction in children's work from several elementary classrooms, from second grade through …
Valuing Voices: Construction Of Meaning Through Discursive Interactions During A Critical Service-Learning Partnership, Jane Helen Noble
Valuing Voices: Construction Of Meaning Through Discursive Interactions During A Critical Service-Learning Partnership, Jane Helen Noble
LSU Doctoral Dissertations
As teacher educators strive to prepare preservice teachers for careers as literacy instructors and advocates of social justice in education, critical service-learning pedagogy has been considered as an approach for teacher education programs. Tenets of academic study, reflective practice, social change, and the development of authentic relationships between universities and communities outline the structure for critical-based field experiences. What are preservice teachers learning in these spaces? How do they grow as part of critical service- learning courses? How do community organizations and members interpret experiences in the partnership, and how do they describe their roles?
This study highlights the voices …
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Democracy and Education
In Educating for Empathy: Literacy Learning and Civic Engagement, Mirra describes the value of teaching “critical civic empathy” in K–12 literacy classrooms. Distinguished from standard curricular uses of empathy that stress politeness at the level of the individual, critical civic empathy challenges students to take active steps toward questioning how imbalances of power and privilege arise and what assumptions should be questioned in order to address those imbalances. Mirra examines various teachers who center social issues in their literacy classrooms through the use of literature, the techniques of high school debate, research methodologies that see students as knowledge producers, …
Teacher Expectations, Self-Efficacy, And Collective Efficacy In Three Tennessee Literacy Networks, Amanda Tinker
Teacher Expectations, Self-Efficacy, And Collective Efficacy In Three Tennessee Literacy Networks, Amanda Tinker
Electronic Theses and Dissertations
The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google …
“My Heart Was Like, Write About This. There's No Other Way.”: Strengthening And Deepening Literacy Skills Of Adults In A High School Equivalency Program Through Creative Writing, Elizabeth Santiago
“My Heart Was Like, Write About This. There's No Other Way.”: Strengthening And Deepening Literacy Skills Of Adults In A High School Equivalency Program Through Creative Writing, Elizabeth Santiago
Educational Studies Dissertations
This qualitative study investigates how creative writing plays a role in strengthening and deepening literacy skills of adults in community-based high school equivalency diploma programs, which are operated under the publicly funded, adult basic education umbrella. Specifically, the study explores two sub-questions: How can creative writing processes support adult high school equivalency students’ achievement of personal and/or academic goals? How does a curricular focus on individual storytelling build students’ literacy confidence and/or their sense of student agency? Data sources includes pre- and post-surveys, pre- and post-interviews, field notes, and student work based on a curriculum designed using best practices in …
Read, Write, Rhyme: Increasing Reading Performance With Hip-Hop Texts, Crystal Monique Lavoulle
Read, Write, Rhyme: Increasing Reading Performance With Hip-Hop Texts, Crystal Monique Lavoulle
National Youth Advocacy and Resilience Conference
This presentation describes the Harlem Renaissance to Hip Hop Movement, a literacy program that uses best practices in literacy instruction to improve reading comprehension, critical thinking, and writing. Moving beyond educational hip-hop songs and videos, this presentation offers insight into effective ways to increase Georgia Milestone Assessment scores in both English language arts and social studies using a variety of hip-hop texts.
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Disruptive Teaching: Centering Equity And Diversity In Literacy Pedagogical Practices, Anne Swenson Ticknor, Mikkaka Overstreet, Christy M. Howard
Reading Horizons: A Journal of Literacy and Language Arts
Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This qualitative study investigated PSTs’ perceptions and attitudes about teaching diverse students after a series of modeled lessons. Analysis revealed that over the course of the semester PSTs either continued to focus on barriers related to equitable teaching, began to discuss new possibilities for teaching, or were ready to enact the practices they had …