Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Early Childhood Education
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Reading Horizons: A Journal of Literacy and Language Arts
Learning to use critical practice-based research as part of teaching is an important goal for preservice teachers, especially for those who plan to teach English learners in linguistically diverse settings. In this study, we examine the experiences of preservice teachers who were introduced to a framework for enacting iterative, transformative action research, and used the framework to study their own teaching in a one-on-one writing partnership with young English learners. Using an established self-efficacy survey instrument, as well as qualitative measures such as course artifacts and observations of teaching, we conducted a mixed-methods study to examine the impact of research …
Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie
Re-Reading, Re-Writing, And Re-Imagining Texts: Critical Literacy In A Kindergarten Classroom, Meredith Labadie
Dissertations
This qualitative action research study focuses on the integration of critical literacy practices in a kindergarten classroom. Critical literacy recognizes that no texts are neutral, and that authors position their readers in particular ways. Thus critical literacy practices are those concerned with positioning readers to inquire into issues of language and power, and to disrupt, critique, and challenge texts. In this study, critical literacy was brought to life through a curriculum of rereading and revisiting texts over time. The study took place in the researcher’s kindergarten classroom, and follows students’ discussion, written responses, and dramatizations around texts read aloud in …
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
EKU Faculty and Staff Scholarship
Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.