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Articles 121 - 142 of 142
Full-Text Articles in Language and Literacy Education
Trp Staff, Editorial Board, Table Of Contents
Trp Staff, Editorial Board, Table Of Contents
The Reading Professor
No abstract provided.
The Impact Of Demographics In The Equity Of Global Literacy Education, Saumendra Nath De
The Impact Of Demographics In The Equity Of Global Literacy Education, Saumendra Nath De
The Reading Professor
The right to education has been recognized as a basic human right in a number of international conventions including the 1948 Universal Declaration of Human Rights. The issues of fairness, equal opportunity, and equity in education, however, continue to plague the educational world. According to the UNESCO Institute for Statistics (2017), there are 750 million illiterate adults in the world, six out of ten children and adolescents are not learning globally, and low-income countries are home to a disproportionately large share of children and adolescents not learning. A plethora of demographic factors affects equity in education. This article discusses how …
Using Literacy As A Tool To Foster An Understanding Of Content Language Literacy For Preservice Teachers, Patricia M. Durham, Jolene Reed
Using Literacy As A Tool To Foster An Understanding Of Content Language Literacy For Preservice Teachers, Patricia M. Durham, Jolene Reed
The Reading Professor
In this qualitative study, data were collected on 60 junior level preservice teachers who utilized a semantic feature analysis chart over a 5-week summer semester study of content language literacy in elementary settings. Viewing literacy as a tool, participants analyzed strategies for the ability to support content language fluency through the use of multiple literacies (i.e., reading, writing, speaking listening, and thinking). Findings indicate that use of the chart helped these preservice teachers build pedagogical content knowledge for the concept of content language literacy as well as to strengthen the ability to analyze teaching strategies that developed fluency in content …
Teacher Candidate Book Introductions, Bethanie C. Pletcher, Robin D. Johnson, Rosalynn Rowan Christensen
Teacher Candidate Book Introductions, Bethanie C. Pletcher, Robin D. Johnson, Rosalynn Rowan Christensen
The Reading Professor
The purpose of this descriptive multi-case study was to explore teacher candidates' book introductions during their field-based studies in elementary classrooms. The participants were 11 undergraduate students (also teacher candidates) enrolled in a field-based reading course at a South Texas regional university. The lessons occurred in the teacher candidates' cooperating teachers' elementary classrooms. Five sources of data were analyzed using both a priori and open coding to determine themes. The book introductions included information related to the meaning of the text and helping students make connections to text; however, little to no syntactical or visual cue information was included. The …
Returning To The Novel "Planet Of Death": A Chronotopic Exploration, Beverley A. Brenna
Returning To The Novel "Planet Of Death": A Chronotopic Exploration, Beverley A. Brenna
The Reading Professor
A rereading of Robert Silverberg's (1967) young adult novel Planet of Death, occurring as part of a qualitative self-study four decades after this book had been a site of independent repeated reading over the course of my Grade Five school year, offers a chronotopic perspective of the literary motivations and habits in one young girl. Mikhail Bakhtin's conceptualization of the literary chronotope is used to identify elements of time and space related to my transaction with Silverberg's book. Seen through a chronotopic lens, reading appears as a compelling travel opportunity in terms of gender, culture, ability, and age. Rather than …
The Brownies' Book, Valerie L. Williams-Sanchez
The Brownies' Book, Valerie L. Williams-Sanchez
The Reading Professor
With editors such as legendary scholar and visionary publisher, W. E. B. DuBois, and Jessie Faucet, a renowned literary voice of the Harlem Renaissance, The Brownies' Book (January 1920-December 1921) is a publication for the ages. In print just two years, the children's magazine catered to an audience that targeted "all children, but especially for ours, the Children of the Sun" (DuBois, 1919, p. 285). In view of its groundbreaking contributions, the monthly is distinguished as a foundational work in American children's publishing, literature, and literacy. Examination of the short-lived magazine's successes and challenges uncovers and sheds light on its …
Trp Staff, Editorial Board, Table Of Contents
Trp Staff, Editorial Board, Table Of Contents
The Reading Professor
No abstract provided.
Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer
Middle-Grades Students' Understandings Of What It Means To Read In A High-Stakes Environment, Mary Beth Schaefer
Curriculum & Instruction Faculty Publications
In this practitioner inquiry, the teacher researcher found that a culture of high-stakes testing had pervaded her diverse, urban seventh-grade students' conceptions of reading; students associated reading with tests and skills-based worksheets rather than pleasure. Using students' voices, passions, and interests, the teacher researcher broadened students' reading conceptions and abilities by introducing them to Langer's reading theory. Students used the theory to develop deep understandings of their own and others' reading needs, skills, and desires. Students constructed understandings of self as reader, found pleasure in constructing personalized reading skills and strategies, and reconstructed notions of reading to assert authority and …
Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky
Seeing Academically Marginalized Students’ Multimodal Designs From A Position Of Strength, Kate T. Anderson, Olivia G. Stewart, Dani Kachorsky
Education Specialties Faculty Publications
This article examines multimodal texts created by a cohort of academically marginalized secondary school students in Singapore as part of a language arts unit on persuasive composition. Using an interpretivist qualitative approach, we examine students’ multimodal designs to highlight opportunities presented for expanding literacy practices traditionally not often available to lower-tracked students. Findings highlight the authorial stances and rhetorical force that this cohort of students employed in their multimodal designs, despite lack of regular opportunities to author texts and a schooling history of low expectations. We echo arguments for the importance of providing all students with opportunities to take positions …
A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart
A Critical Review Of The Literature Of Social Media’S Affordances In The Classroom, Olivia G. Stewart
Education Specialties Faculty Publications
Even though the use of social media in education is a now widely-studied topic, there still does not seem to be a general consensus for what social media may afford students or how best to use them in the classroom. In this article, I aim critically discuss some of the most prominent qualitative studies that explore the use of social media in the classroom. I critically consider some of the claims for affordances that social media can offer in the classroom, in particular the affordances of the interactive features that are unique to social media, the affordances for authoring to …
Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer
Becoming A Good Teacher: Struggles From The Swampland, Mary Beth Schaefer
Curriculum & Instruction Faculty Publications
One seventh-grade English language arts teacher engaged in teacher research in order to become a more understanding, responsive, and confident instructor. Systematic inquiry into her own practice revealed a conflict between what students perceived as their literacy needs and desires (discrete reading skills) with what she perceived to be important and valuable (deeper literary understandings through reflective response to literature). The teacher sought to address the conflict by listening closely to students' talk, orchestrating activities to blend reading skills with responses to literature, and negotiating class conversations to produce knowledge.