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Scholarship of Teaching and Learning Commons™
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Articles 1 - 27 of 27
Full-Text Articles in Scholarship of Teaching and Learning
Bard Early College: Milestones, Looking Back, Ray Peterson
Bard Early College: Milestones, Looking Back, Ray Peterson
Early College Folio
The author, whose professional experience includes serving as the founding principal of the first Bard High School Early College, maps the milestones of that experience and others through decades of early college leadership. Focusing on anecdotes and personal stories, this essay gives voice and texture to discourse about early college then and now as well as students, teachers, and the future of Bard's High School Early College program.
The Early College Research Tradition And The People Who Made It: A History Of Interventions That Shaped The Field, Russ Olwell
The Early College Research Tradition And The People Who Made It: A History Of Interventions That Shaped The Field, Russ Olwell
Early College Folio
Early college as an educational reform has had a unique trajectory over the past two decades. School reform in the United States (with a few exceptions) has been a top-down movement, and the majority of attention has centered on grades three through eight, the grade levels the No Child Left Behind Act focused on. Early college, by contrast, has been a grassroots movement in many areas and has focused on high school students and their aspirations for college. This article describes the story of early college through the lens of individuals whose research helped to reorient the field and broaden …
Table Of Contents
Early College Folio
Table of Contents, Early College Folio, Volume 2, Issue 1 (December 2022).
Contributors
Early College Folio
Contributors, Early College Folio, Volume 2, Issue 1 (December 2022).
Editor's Note, K. Yawa Agbemabiese
Editor's Note, K. Yawa Agbemabiese
Early College Folio
Editor's Note, Early College Folio, Volume 2, Issue 1 (December 2022).
Celebrating Twenty Years Of Early College In Nyc By Bard And Suny Eci, John B. Weinstein, Andrea Soonachan, Stephen Tremaine
Celebrating Twenty Years Of Early College In Nyc By Bard And Suny Eci, John B. Weinstein, Andrea Soonachan, Stephen Tremaine
Early College Folio
The slideshow published here, originally presented by early college leaders Stephen Tremaine and Andrea Soonachan, reflects on the accomplishments of 22 early college programs operating in New York City over the last 20 years. The introduction by Early College Folio editor-in-chief John B. Weinstein grounds the presentation in Weinstein's own experiences as a witness to the historic milestones and future-facing initiatives of the early college movement.
The House Of Seminar Needs Overhaul: The General Education Seminar In Theory And Practice, Matthew J. Park
The House Of Seminar Needs Overhaul: The General Education Seminar In Theory And Practice, Matthew J. Park
Early College Folio
Matthew Park's intellectual and institutional history of the General Education Seminars at Bard College at Simon’s Rock. This historical analysis, which the author revolves around a discussion of the genealogy and philosophy of Seminar more broadly, serves as a multidisciplinary lens through which teachers and students of Seminar across the Bard Early Colleges may center current and future discussions of the course(s).
Faculty And Student Online Mentoring Preferences, Lee Stadtlander, Arfe Ozcan, Latoya Johnson, Briana Nicholson, Narjis Hyder
Faculty And Student Online Mentoring Preferences, Lee Stadtlander, Arfe Ozcan, Latoya Johnson, Briana Nicholson, Narjis Hyder
Journal of Educational Research and Practice
Isolation of online doctoral students intensifies when they transition from coursework to the dissertation/capstone phase, limiting them to interacting with their mentors. A three-round modified Delphi study was conducted to examine mentoring preferences of online doctoral students and faculty. The first round provided qualitative data regarding the preferred mentoring practices for faculty and alumni. Round 1 qualitative data were organized into Likert questions and used in the second round, which resulted in data about frequency of mentoring practices for the same participants from Round 1. The third round provided data about importance of each preference rated by faculty and current …
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
The Path To Self-Authorship: The Pre-Service Teacher-Writer, Shari L. Daniels Dr., Pamela Beck
Literacy Practice and Research
This literature review examined the relationship between the development of a teacher who writes (teacher-writer) and the phases of self-authorship, “the internal capacity to define one's beliefs, identity and social relations” (Baxter Magolda, 2001, p. 269). The narratives of three teacher-writer-authors show a correlation to Magolda’s self-authorship phases. The purpose of this examination was to explore the question: How might a writing support teachers in personally and professionally? Research suggests new teachers are unprepared for today’s classrooms. Could this unpreparedness may be related to a lack of self-authorship? Might a consistent writing practice propel teachers through the phases of self-authorship …
Language Ideologies In First Year Composition Textbooks, Joanna Clevenger
Language Ideologies In First Year Composition Textbooks, Joanna Clevenger
Electronic Theses, Projects, and Dissertations
This thesis examines how standard language ideologies are perpetuated in the five most frequently assigned first year composition textbooks from four higher education institutions in Southern California’s Inland Empire. Standard language ideologies position one variation of a language as superior, correct, appropriate and the normal variation of a language which everyone should be able to speak. Using Critical Discourse Analysis, the five textbooks were analyzed in order to uncover the embedded power and hegemony over women, people of color, and those from a lower socioeconomic status which are prevalent throughout society because they are unchallenged and widely accepted as the …
A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond
A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond
Teaching/Writing: The Journal of Writing Teacher Education
The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching/Writing: The Journal of Writing Teacher Education
This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …
Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben
Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben
Teaching/Writing: The Journal of Writing Teacher Education
This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then …
The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson
The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson
Teaching/Writing: The Journal of Writing Teacher Education
This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.
Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa
Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa
Teaching/Writing: The Journal of Writing Teacher Education
If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies.
(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan
(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan
Teaching/Writing: The Journal of Writing Teacher Education
This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …
Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai
Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai
Teaching/Writing: The Journal of Writing Teacher Education
In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …
Teaching Writing As A Metacognitive Process, Heather Fox
Teaching Writing As A Metacognitive Process, Heather Fox
Teaching/Writing: The Journal of Writing Teacher Education
In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …
Growing Together: Utilizing Writing Communities In The Writing Methods Course, Katie Alford
Growing Together: Utilizing Writing Communities In The Writing Methods Course, Katie Alford
Teaching/Writing: The Journal of Writing Teacher Education
This article shares insights on utilizing small writing communities with a writing methods course. It highlights how preservice teachers try on what it means to be a writing teacher and build their confidence as ELA writing teachers through participation in writing communities. It also demonstrates how ELA preservice teachers consider the needs of future students and contemplate how to provide constructive feedback on writing while honoring student voices in writing from writing community participation. It concludes that small writing communities foster the growth of writing teachers in positive ways.
Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean
Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean
Teaching/Writing: The Journal of Writing Teacher Education
This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.
On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley
On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
Contributors
Early College Folio
Contributors, Early College Folio, Volume 1, Issue 2 (May 2022)
Table Of Contents
Early College Folio
Table of Contents, Early College Folio, Volume 1, Issue 2 (May 2022).
Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil
Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil
Early College Folio
Book Review: Iris Martin Cohen’s Last Call on Decatur Street (Park Row, 2020), a novel set in pre-Katrina New Orleans. Cohen, who grew up in the French Quarter, is a Simon’s Rock alumna.
“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger
“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger
Early College Folio
In the summer of 2020, Dr. Jane Wanninger participated in a National Endowment for the Humanities (NEH) Summer Institute hosted by Agnes Scott College to learn about implementing digital storytelling in the classroom, which ironically, had to be completed digitally due to the COVID-19 pandemic. Her experience was the inspiration for this issue of Early College Folio as she pitched her ideas using the phrase “digital by necessity.” Issue Editor Julia Carey Arendell interviewed Jane, captured here, on all that she learned to think more deeply about using the virtual tool of digital storytelling as a teacher, a student, and …
Special Education Teacher Burnout: Examining The Role Of Educator Preparation Programs In Prevention, Brittany L. Straub
Special Education Teacher Burnout: Examining The Role Of Educator Preparation Programs In Prevention, Brittany L. Straub
Dissertations
Teacher burnout is increasingly problematic, especially for special education teachers who have a unique set of job responsibilities. Survey and interview data was used in this phenomenological study to examine how the educator preparation program (EPP) experience and self-authorship journey of early career special education teachers impact their potential to experience burnout. Data findings regarding level of self-perceived burnout, recollections of being or not being taught stress management and coping strategies in their EPPs, recollections of the self-authorship journey, and intentions for remaining in the career are shared in this dissertation. The essence of this phenomenon can be summed up …
An Urgent Plea For More Graduate Programs In Statistics Education, David Eli Drew, Sam Behseta, Cherie L. Ichinose
An Urgent Plea For More Graduate Programs In Statistics Education, David Eli Drew, Sam Behseta, Cherie L. Ichinose
Journal of Humanistic Mathematics
Lately, much has been written about the importance of amplifying statistics-related content in the K-12 curricula. This can be viewed in parallel or as an addendum to the existing mathematics curricula in the United States. Nevertheless, a key component of this debate is the lack of robust and cutting-edge academic programs in statistics education. In this piece, we emphasize the urgent need for investing in creating strong statistics education programs, which would significantly contribute to nurturing quantitative literacy as well as preparing a more informed citizenry in the 21st century.