8A Topic: Findings in Need of a Category
Articles
- Collet, V. S. (2012). The gradual increase of responsibility model: Coaching for teacher change. Literacy research and instruction, 51(1), 27-47.
- Driver, M. K., Pullen, P. C., Kennedy, M. J., Williams, M. C., & Ely, E. (2014). Using instructional technology to improve preservice teachers’ knowledge of phonological awareness. Teacher Education and Special Education, 37(4), 309-329. doi:10.1177/0888406414537902
- Gort, M., & Glenn, W. J. (2010). Navigating Tensions in the Process of Change: An English Educator’s Dilemma Management in the Revision and Implementation of a Diversity-Infused Methods Course. Research in the Teaching of English, 45(1), 59–86.
- Hall, L. A. (2009). More than Skills: Helping Prospective Teachers Deepen Their Knowledge of Literacy Development and Instruction. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 58th Yearbook of the National Reading Conference (pp. 171-184). Oak Creek, WI: National Reading Conference.
- Haverback, H. R. (2009). A fresh perspective on preservice teacher reading efficacy beliefs. Reading Improvement, 46(4), 214-220.
- Hughes, M. T., Parker-Katz, M., & Balasubramanian, A. (2013). Learning to teach literacy through collaborative discussions of student work. Teachers and Teaching: Theory and Practice, 19(5), 543-558.
- Chandler-Olcott, K., & Fleming, S. (2017). Multiple perspectives on the state-mandated implementation of a high-stakes performance assessment for preservice English teacher candidates. Action in Teacher Education, 39(1), 22-38.
- Kosnik, C, Menna, L., Dharamshi, P., Miyata, C. Cleovolou, Y., & Beck, C. (2015). Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators. Journal of Education for Teaching, 41(1), 52-77.
- Norton-Meier, L., Drake, C., & Tidwell, M. (2009). Writing a mathematics community: A pen pal inquiry project. Language Arts, 86(4), 245–256.
- Patrick, K. F., Macqueen, S., & Reynolds, R. (2014). Pre-service teacher perspectives on the importance of global education: World and classroom views. Teachers and Teaching: Theory and Practice, 20(4), 470-482.
- Phillips, D. K., & Larson, M. L. (2012). Preservice teachers respond to And Tango Makes Three: deconstructing disciplinary power and the heteronormative in teacher education. Gender and Education, 24(2), 159-175.
- Rogers, R. M., Cooper, S., Nesmith, S. M., & Purdum-Cassidy, B. (2015). Ways that preservice teachers integrate children's literature into mathematics lessons, The Teacher Educator, 50(3), 170-186.
- Sharp, L. A., Piper, R., & Raymond, R. D. (2018). Are We Preparing Teachers for Literacy Leadership?. The Reading Teacher, 72(2), 223-232.
- Stolle, E. P. & Frambaugh-Kritzer, C. (2014). Putting professionalism back into teaching: Secondary preservice and in-service teachers engaging in interdisciplinary unit planning. Action in Teacher Education, 36(1), 61-75. http://dx.doi.org/10.1080/01626620.2013.850123
- West, J. A., & West, C. K. (2016). Integrating differentiation in English education methods courses: Learning from the perceptions and experiences of teacher candidates. Teacher Educator, 51(2), 115-135.
- Wolsey, T. D., Young, J. R., Scales, R. Q., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Grisham, D. L., Ganske, K., Dobler, E., & Chambers, S. A. (2013). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education, 35(3), 204-222. http://dx.doi.org/10.1080/01626620.2013.806230