Search results for: Literature
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What Are They Asking? An Analysis of the Questions Planned by Prospective Teachers When Integrating Literature in Mathematics
In this study, the researchers chose to explore the kinds of questions prospective teachers plan when utilizing literature in mathematics lessons to scaffold children’s understanding of the mathematics concepts presented through the text. Results revealed that some of the prospective teachers possessed a limited recognition of or ability to incorporate questioning when planning lessons. Furthermore, the results presented a need to analyze the planned questions based upon their dependency and utilization of said literature. Based upon the results of this study, there are implications and recommendations for both classroom teachers and teacher educators alike to consider when making determinations relative to the mathematics classroom, course, and field experience.
Updated: Nov. 22, 2016
This study investigates the role of the literary arts in fostering teachers' dispositions in one socio-multicultural foundations course. The author examined a class project that offered preservice teachers the opportunity to learn about the schooling live and learning of diverse students through reading and analyzing a common text. The author concludes that the literary arts in teacher education may have the potential to foster dispositions—especially, the disposition to observe students more closely.
Updated: Dec. 15, 2011
This study examines the instructional steps that the author took, based on gaps between what was happening in a graduate literacy class she taught and what she had intended to happen. This study describes the ways that the author re-imagined the class and what came about when she created a pedagogical approach that featured multi-genre inquiry. The author found that the multi-genre approach led to moments of inter-discursivity as teachers extended their understandings by appropriating language from one genre into another.
Updated: Jan. 23, 2011