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Teacher Education and Professional Development Commons™
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- Keyword
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- Teacher education (4)
- Comprehension (2)
- Disciplinary literacy (2)
- Dyslexia (2)
- Reading difficulties (2)
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- Appropriation (1)
- Climate crisis (1)
- Complex Text (1)
- Covid-19 (1)
- Critical literacy (1)
- Culture (1)
- Disciplinary Habits of Mind (1)
- Diversity (1)
- Elementary Disciplinary Literacies (1)
- Expository text (1)
- Graduate Literacy Faculty (1)
- Graduate programs (1)
- Higher education (1)
- Ifted students (1)
- Language (1)
- Literacy (1)
- Literacy clinics; tutors; assessment; instruction; reflective practice (1)
- Literacy education policy (1)
- Literacy history (1)
- Literacy teacher preparation (1)
- Literature circles (1)
- Longitudinal (1)
- Multidisciplinary learning (1)
- Online Teaching (1)
- Perceptions of confidence (1)
Articles 1 - 15 of 15
Full-Text Articles in Teacher Education and Professional Development
A Study Of Teacher Candidates’ Changing Perceptions Of Confidence Within Writing-Focused Methods Courses, Kelly N. Tracy, Roya Q. Scales, Joy Myers, David Scales, Sonia M. Kline, Amanda Wall, Chinwe Ikpeze, Jenn Raskauskas, Vicki Mcquitty, Grace Y. Kang, Linda D. Smetana
A Study Of Teacher Candidates’ Changing Perceptions Of Confidence Within Writing-Focused Methods Courses, Kelly N. Tracy, Roya Q. Scales, Joy Myers, David Scales, Sonia M. Kline, Amanda Wall, Chinwe Ikpeze, Jenn Raskauskas, Vicki Mcquitty, Grace Y. Kang, Linda D. Smetana
Literacy Practice and Research
This convergent mixed methods study explores changes in teacher candidates’ perceptions of confidence in themselves as writers and writing teachers after completing a writing-focused methods course. Quantitative results indicate that 80% of candidates felt confident or extremely confident as a writer, and most participants (nearly 79%) grew in their confidence to teach writing by the end of their methods course. Qualitative data indicate that candidates’ writing skills influenced how they perceived themselves as writers and that definitions of writing and being a writer vary. The results provide areas of consideration for improving writing pedagogy in teacher preparation and beyond.
Appropriations Of Practice In The Early Years Of Teaching, Samuel Dejulio
Appropriations Of Practice In The Early Years Of Teaching, Samuel Dejulio
Literacy Practice and Research
This study investigates the influence of teacher education programs on teachers’ first years of literacy teaching by following nine graduates of a university-based teacher education program through their first three years of professional teaching. Findings from this longitudinal study highlight the ways the influence of the preparation program can be evident across the beginning years of literacy teaching, but the degree to which beginning teachers are able to appropriate these practices can be influenced by the tensions faced in their particular contexts. The study offers insight into ways to prepare preservice teachers for the initial years of literacy teaching.
Preparing Tutors For Assessment, Data-Based Instruction, And Reflective Practice, Tiffany L. Gallagher, Pelusa Orellana García, Barbara Vokatis, Tracy Johnson, Leslie Cavendish, Mary L. Hoch, Rachael Waller, Shelly S. Huggins
Preparing Tutors For Assessment, Data-Based Instruction, And Reflective Practice, Tiffany L. Gallagher, Pelusa Orellana García, Barbara Vokatis, Tracy Johnson, Leslie Cavendish, Mary L. Hoch, Rachael Waller, Shelly S. Huggins
Literacy Practice and Research
This international survey-design study gathered data from 22 literacy clinic directors to garner their insights on how they prepare tutors to work with struggling readers. The respondents describe how they guide tutors to use assessment data to inform instructional decisions about lesson plan design, strategic approaches, texts, and resources. The results also elucidate how tutors reflect on their lessons based on feedback about their tutoring and the impacts on their students. There is an illustration of how literacy clinics support tutors to provide enhanced instruction while contributing to an understanding of the role of literacy clinics within teacher education.
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Opening The Circle To Support Dyslexia Policy Success: Learning From The Voices Of Literacy Teacher Educators, Kathleen S. Howe, Teddy D. Roop
Literacy Practice and Research
An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and participation in this important policy initiative. This study was designed to include the voices of literacy teacher educators from four Midwestern states (Iowa, Kansas, Missouri, Nebraska). The study was conducted across two phases. This article focuses on Phase II, which involved one-on-one interviews with participants. The interview responses were qualitatively analyzed using a priori and inductive analysis. Three major themes emerged that inform how literacy teacher educators negotiated sense-making of a historically confusing construct (dyslexia) and related policy initiative.
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Ungifted: Teacher Candidates’ Understanding Of Giftedness Through Literature Circles, Sharryn Larsen Walker, Wendie Lappin Castillo
Literacy Practice and Research
The purpose of this qualitative study was to analyze the reflective comments made by teacher candidates (TCs) after they participated in weekly discussions about the tween novel Ungifted by Korman (2012). The TCs attended at a regional Pacific Northwest university, majoring or minoring in various educational fields. After reading and discussing the topic of giftedness as it related to their engagement with the novel, the TCs wrote a reflective essay about their new understandings of teaching the gifted. Using the constant-comparative method, the essays from three sections of the course over a three-year period were read and reread for identifiable …
What Are The Disciplinary Literacy Complex Texts And Comprehension Habits Of Mind In Elementary (K-6)?, Stephanie Buelow, Charlotte Frambaugh-Kritzer
What Are The Disciplinary Literacy Complex Texts And Comprehension Habits Of Mind In Elementary (K-6)?, Stephanie Buelow, Charlotte Frambaugh-Kritzer
Literacy Practice and Research
This article spotlights complex texts and the comprehension habits of mind that elementary students may encounter across the disciplines of visual arts, performing arts, science, social studies, and mathematics.
Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe
Teacher Educators' Beliefs, Self-Efficacy, And Perceptions Related To Dyslexia: Phase I, Teddy D. Roop, Kathleen S. Howe
Literacy Practice and Research
Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of student with dyslexia. As a results, states are responding with legislation for how reading should be taught. This study focuses on including the voices of teacher educators, who largely were not included in the process of informing legislation. It sought to understand their: (a) beliefs about dyslexia; (b) self-efficacy for working with students with dyslexia and other reading challenges; and (c) perceptions about their programs and dyslexia legislation.
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Disciplinary Literacy In Practice: Examining How English Teachers Read Literary Texts, Matt Cantrell
Literacy Practice and Research
This study investigates the viability of disciplinary literacy by (1) examining whether English teachers can use disciplinary methods to read a disciplinary text and (2) identifying possible relationships between teacher training and the use of disciplinary approaches. In total, 21 English instructors thought-aloud as they read an unfamiliar poem, and two independent raters evaluated each transcribed response as either “Disciplinary” or “General” depending on the types of reading strategies demonstrated using a rubric generated from previous expert-novice studies in literary reading. This study found that ten (10) of the 21 participants used at least one disciplinary method to make sense …
Putting Out Fires Through A Re-Grounded Critical Literacy: Slowing The Spread Of Misinformation Through Teacher Education, Noah Asher Golden, Breanna Couffer
Putting Out Fires Through A Re-Grounded Critical Literacy: Slowing The Spread Of Misinformation Through Teacher Education, Noah Asher Golden, Breanna Couffer
Literacy Practice and Research
In this essay, we discuss the challenges teacher educators face when preparing secondary teachers to educate adolescent learners in an age of seemingly-ubiquitous online mis- and disinformation. Mis- and disinformation about COVID-19, the climate crisis, or even the shape of the planet Earth are abundant in our mediasphere, and teacher educators can play a central role in supporting secondary-level learners in navigating the multiple and conflicting claims they come across. We explore a literacy teacher education approach that marries discursive analysis with empirical investigations, and share an example of critical textual analysis bolstered by scientific investigation.
Literacy Faculty Perspectives During Covid: What Did We Learn?, Xiufang Chen, Shuling Yang, Tala Karkar Esperat, Chelsey M. Bahlmann Bollinger, Ann Van Wige, Nance S. Wilson, Kathryn Pole
Literacy Faculty Perspectives During Covid: What Did We Learn?, Xiufang Chen, Shuling Yang, Tala Karkar Esperat, Chelsey M. Bahlmann Bollinger, Ann Van Wige, Nance S. Wilson, Kathryn Pole
Literacy Practice and Research
This multi-institutional collaborative survey research investigated graduate literacy faculty’s experiences and perceptions of teaching online during Covid-19 in the U.S.A. Results indicate faculty did not perceive limitations in these online learning environments. However, they encountered various challenges, and handling field experiences became the greatest challenge. Also reported were their mental and physical health concerns. Faculty participants realized they needed to be more student-centered with their online teaching. As faculty move toward post-pandemic course design and teaching, lessons learned during the pandemic can help build stronger and more equitable graduate literacy education programs.
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican
Literacy Practice and Research
The field of literacy remains assailed by a persisting discrepancy between an increasing body of literacy research that honors the diversity in students’ practices juxtaposed against a persistent system of schooling and high-stakes assessment that has not been designed to draw from underrepresented students’ literate assets. This discrepancy has created a situation where teachers often receive well-intentioned instruction from literacy educators about how to address diverse literacy needs, but then, struggle to enact this instruction in the high-stakes testing environment of classrooms and schools where they have little autonomy. We argue in this essay that critical multilingual, critical multicultural and …
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Expanding Representations For Historical Content In Literacy, Samuel Dejulio, James R. King, Norman A. Stahl
Literacy Practice and Research
In spite of the need for literacy educators to possess an understanding of the history of the field, such historical perspectives are often absent in current programs, even at the graduate level. Fortunately, embedding history in programs and courses can be done in a variety of meaningful, engaging, and simple ways. In this article we present and describe several approaches for instructors who want to embed or even expand history into current literacy courses. We organize these approaches into three areas: Inquiry-based learning, dramatic structures, and humanistic approaches.
Cultivating The Strategy Of Summarizing Sequential Expository Text: Scaffolds And Supports For The Intermediate Grades, Jennifer M. Green, Jennifer Holman
Cultivating The Strategy Of Summarizing Sequential Expository Text: Scaffolds And Supports For The Intermediate Grades, Jennifer M. Green, Jennifer Holman
Literacy Practice and Research
Fourth-grade students in the United States have notoriously experienced a fourth-grade slump in reading. This persistent trend has led researchers, school leaders, and teachers to seek ways to improve comprehension of expository text. Summarizing is a complex strategy that requires students to analyze, condense, and express information in their own words. This action research project explored the impact of three techniques (cloze summaries, graphic organizers, and paraphrasing) on students’ ability to summarize sequential text in writing. Explicit instruction led to marked growth in students’ ability to write summaries of expository text.
Some Suggestions For Volunteers Facilitating Literature Circles, Annmarie Alberton Gunn
Some Suggestions For Volunteers Facilitating Literature Circles, Annmarie Alberton Gunn
Literacy Practice and Research
As a former elementary teacher and now a literacy teacher educator, I like to get back into elementary classrooms. This year, I asked my child’s teacher if I could volunteer one day a week for an hour in any way that could be helpful. She agreed, and I was particularly excited when this exemplary classroom teacher asked me to facilitate literature circles with a group of third grade students.
Transformations In Teacher Candidates’ Development As Literacy Teachers In A Summer Literacy Camp: A Sociocultural Perspective, Janet Richards
Transformations In Teacher Candidates’ Development As Literacy Teachers In A Summer Literacy Camp: A Sociocultural Perspective, Janet Richards
Literacy Practice and Research
In this inquiry I applied an innovative sociocultural framework to explore transformations in preservice teachers’ development as literacy teachers as they worked with children at-risk in a summer literacy camp. The camp incorporated a community of practice model in which teams of master’s and doctoral students mentored small groups of preservice teachers. In this study I explored preservice teachers ’ learning following Rogoff’s (1995,1997) notions of the personal, interpersonal, and community planes of analysis. I also employed a postmodernist crystallization imagery to capture multiple perspectives on the preservice teachers’ growth as literacy teachers. The study assigns importance to the contextual …