Search results for: Assaf Lori Czop
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In this article, the authors examine the impact Reading Rocks (RR) had on preservice teachers’ learning. The Reading Rocks (RR) is a yearlong, school-based tutoring program, intentionally designed to scaffold two different tutoring experiences—both encouraging learner-centered, responsive teaching. The preservice teachers reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators.
Updated: Jun. 25, 2014
In this study, the authors investigated how beginning teachers’ ideologies were constructed and reconstructed by closely examining teachers’ discourse expressed in one graduate multicultural literacy course. This study took place at a large university in a southwestern city in the United States. Eight beginning teachers, with a range of teaching experiences participated in this study. This study emphasized the role of language and social interactions and highlighted the ways in which beginning teachers struggled with dominate discourses about culture and literacy instruction.
Updated: Oct. 29, 2010
The article examines the professional identity of a reading specialist. It offers an inside look at the pressures at her elementary school and practices, and tensions between her personal beliefs, and knowledge about effective reading instruction and district based pressures to help her students pass the 'test.'
Updated: Nov. 23, 2008