Search results for: Literacy
Page 3/10 92 items
Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research
In this article, the authors illustrate that populations and study samples can change over time. They present data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program. Findings demonstrate a dramatic increase in the performance of control students over time. The results suggest the need for a more nuanced understanding of the counterfactual model and its role in establishing evidence-based practices.
Updated: Feb. 10, 2015
Noticing and Naming as Social Practice: Examining the Relevance of a Contextualized Field-Based Early Childhood Literacy Methods Course
This study examines what early childhood preservice teachers enrolled in a field-based literacy methods course deemed relevant regarding teaching, literacy, and learning. The authors recognize that learning to teach and learning to see oneself as a teacher does not happen within one course or within one field placement. However, they were surprised to find that preservice teachers became more attuned to the more nuanced and complex practices that shape learning and children’s identities as learners. The authors believe early childhood preservice teachers in the study developed the social practice of noticing and naming because they were continually asked to pay close attention to the learners in front of them in relationship to course readings, discussions, and observations.
Updated: Jan. 11, 2015
Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers
In this article, the authors aimed to document how they are teaching the course and to share examples of what students are learning. They describe a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. The course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. The authors conclude that integrating physics and literacy learning can help students perceive science to be an ideal context to foster learning across the disciplines.
Updated: Sep. 09, 2014
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
This study follows 12 preservice teachers who tutored adult students learning English in a free evening class while simultaneously taking a course titled Community Literacy. In particular, the authors examine how this context supported them in developing tools for teaching; and how those tools were shaped by and constructed these teachers’ identities. The authors used discourse analysis to examine three preservice teachers’ cases and their ideas about language acquisition, literacy teaching and learning, and teacher/student roles in a cross-cultural teaching setting. The authors conclude that the preservice teachers drew on the tools that come from mentor texts and their experiences, and also the tools that students brought, in unique ways.
Updated: Mar. 30, 2014
This paper describes a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. The authors saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, the authors observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education.
Updated: Dec. 16, 2013
This article describes the students’ experiences and the author's practice around one major course assignment, The Neighborhood Alphabet Book, developed to effectively demonstrate course objectives. This project began as a way for me to create opportunities for teachers to learn from experience-based lessons as the author continued to investigate the potential of photography for education.
Updated: Oct. 28, 2013
The Common Core State Standards’ Quantitative Text Complexity Trajectory: Figuring Out How Much Complexity Is Enough
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. The authors extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. This article proposes a rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard.
Updated: Sep. 16, 2013
In this article, the author presents reflections and guidance concerning assessment literacy in teacher education. The author argues that assessment literacy consists of an individual’s understandings of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. The author claims that accountability assessments have become the determiners of educator quality. Furthermore, the author argues that prospective teachers should understand educational assessment because of the potential of such testing to serve as a catalyst for improved instruction.
Updated: Aug. 25, 2013
The authors examine six pre-service language teachers’ development of multiple components of corpus literacy during a semester-long introductory grammar course through which corpus linguistics was threaded. Results showed that while corpus literacy training was generally effective, that effectiveness varied among subjects.
Updated: Jun. 26, 2013