Search results for: Literacy
Page 4/10 92 items
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Updated: May. 22, 2013
Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals
The authors examined whether science teaching journals’ recommendations are anchored to high-quality evidence. The authors found that (a) most National Science Teacher Association journals’ science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research.
Updated: Apr. 23, 2013
The current study explored the assessment literacy of 11 secondary preservice teachers. The authors examined how the preservice teachers understood assessment tools as well as their reasons for using assessment. Furthermore, the authors investigated how the preservice teachers incorporated assessments into inquiry-based science units. Findings reveal that preservice teachers understood several ways to use assessment for learning. However, the inclusion of assessments contained within the science units did not fully align with the views of assessment the preservice teachers presented in their teaching philosophies or journals.
Updated: Jan. 28, 2013
Literacy Metaphors of Pre-service Teachers: Do They Change after Instruction? Which Metaphors Are Stable? How Do They Connect to Theories?
This study aims to explore pre-service elementary teachers’ metaphors of ‘literacy’ and ‘teaching literacy’ as they enrolled in a two-semester literacy methods course at a Midwestern American university. The results offer educators some ideas about the types of beliefs elementary pre-service teachers bring with them to the teacher education programme, and their steadfastness to those metaphors after a year of preparation and practicum experiences.
Updated: Nov. 07, 2012
Increasing Teachers’ Metacognition Develops Students’ Higher Learning during Content Area Literacy Instruction: Findings from the Read-Write Cycle Project
This article describes one aspect of the Read-Write Cycle (RWC) Project. This article focuses on the RWC Project’s effect on teachers’ metacognition about their own practice leading to upper elementary grade students’ higher learning by developing students’: (1) metacognition and reflection; (2) exploration and depth in content domains; and (3) integration of literacy in content areas. This study pointed to three key areas in which teachers’ metacognition about their own practice lead to an increase in higher order thinking in their respective classrooms.
Updated: Oct. 16, 2012
In this article, the authors suggest a third conceptual model, identity literacy, to understand the essence of literacy. This model is based in developmental psychology’s concept of identity. Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught.
Updated: May. 28, 2012
Creating and Facilitating A Teacher Education Curriculum Using Preservice Teachers’ Autobiographical Stories
In this article, the author examines preservice teachers’ autobiographical stories in a literacy methods course as a curriculum for teacher education. The teacher educator’s key role is examined in facilitating a public context of vulnerability.
Updated: Feb. 08, 2012
Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction
The researchers were interested in a prospective science teacher’s reflections on the feedback she received from the course instructors. Furthermore, the researchers were interested to examine how her struggle to make sense of an online content literacy course caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. Implications derived from the study’s findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline’s content.
Updated: Oct. 10, 2011
Preservice Teachers' Knowledge, Attitudes, and Perception of their Preparation to Teach Multiliteraies/Multimodality
The goals of this research are to examine the preservice teachers' knowledge of multimodality/multiliteracies, their perceptions of their preparation and attitudes to teaching multiliteracies in K–12 grades. The results of this study revealed that the participants were aware of the changing nature of communication technologies and their transformative impacts on literacy forms and knowledge and skill acquisition. The study proposes concrete steps to improve preservice teacher preparation so that teachers are better prepared to teach using different modes and media in today's diverse classrooms.
Updated: Sep. 14, 2011
This study focused on a crucial component of literacy coaches’ professional lives – the redelivery of professional development in Reading First. The authors interviewed two literacy coaches in the Georgia Reading First curriculum model about how they redelivered professional development. The coaches negotiate competing discursive forces, frame success and represent their practices in different and complex ways despite the assumed uniformity of Reading First redelivery.
Updated: Jul. 26, 2011