2PTP Category: Preservice teachers teaching practices (including shifts in teaching practices as a function of growth or context).
Articles
- Abrego, M., Rubin, R., Sutterby, J.A. (2006). They call me maestra: Preservice teachers' interactions with parents in a reading tutoring program. Action in Teacher Education, 28 (1), 3-12. http://dx.doi.org/10.1080/01626620.2006.10463563
- Agee, J. (2006). What Kind of Teacher Will/Be? Creating Spaces for Beginning Teachers' Imagined Roles. English Education, 38(3), 194-219.
- Ajayi, L. (2011). Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model. Teacher Education Quarterly, 38(3), 169-189.
- Al-Barakat, A. A. & Bataineh, R. F. (2011). Preservice Childhood Education Teachers' Perceptions of Instructional Practices for Developing Young Children's Interest in Reading, Journal of Research in Childhood Education, 25:2, 177-193.
- Al-Hazza, T. C. (2017). The tension in pre-service teachers’ explorations of tablet technology for literacy purposes: positive beliefs and practical shortcomings. Teacher Development, 21(5), 704-721.
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Alger, C. (2009). Content Area Reading Strategy Knowledge Transfer From Preservice to First-Year Teaching. Journal of Adolescent & Adult Literacy, 53(1), 60–69.
- Allen, D., & Swearingen, R. (2002). Development of Pedagogical Knowledge Related to Teaching At-Risk Students: How Do Inservice Teachers and Preservice Teachers Compare? Reading Horizons, 43(1), 49-60.
- Alvermann, D. E., Rezak, A. T., Mallozzi, C. A., Boatright, M. D., & Jackson, D. F. (2011). Reflective practice in an online literacy course: Lessons learned from attempts to fuse reading and science instruction. Teachers College Record, 113(1), 27-56.
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Apol, L., Sakuma, A., Reynolds, T. M., & Rop, S. K. (2002). “When Can We Make Paper Cranes?”: Examining Pre-Service Teachers’ Resistance to Critical Readings of Historical Fiction. Journal of Literacy Research, 34(4), 429–464. https://doi.org/10.1207/s15548430jlr3404_3
- Ariza, E.N. (2003). TESOL tutor time homework center: A collaboration of volunteer preservice teachers in public elementary schools. Urban Education, 38(6), 708-724.
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Assaf, L. C., & Lopez, M. (2012). Reading rocks: Creating a space for preservice teachers to become responsive teachers. Journal of Early Childhood Teacher Education, 33(4), 365-381.
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Assaf, L. & López, M.M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323-338.
- Athanases, S. Z., Wahleithner, J. M., & Bennett, L. H. (2013). Learning about English learners' content understandings through teacher inquiry: Focus on writing. The New Educator, 9(4), 304-327.
- Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2015). Adaptive teaching for English language Arts: Following the pathway of classroom data in preservice teacher inquiry. Journal of Literacy Research, 47(1), 83-114. http://dx.doi.org/10.1177/1086296X15590915
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Austin, P. (2000). Literary pen pals: correspondence about books between university students and elementary students. Reading Horizons, 40(4), 273–294.
- Baker, E. (2005). Can preservice teacher education really help me grow as a literacy teacher?: Examining preservice teachers’ perceptions of multimedia case-based instruction. Journal of Technology and Teacher Education, 13(3), 415-431.
- Ballock, E., McQuitty, V., & McNary, S. (2018). An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 69(1), 56-68. DOI: 10.1177/0022487117702576
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
- Basal, A. (2015). Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education. Journal of Technology and Teaching, 23(4), 485-507.
- Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
- Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205-218.
- Benko, S. L. (2016). Instruction matters: Secondary English preservice teachers' implementation of cognitively demanding writing tasks. English Education, 48(3), 201-236.
- Bennett, L. H., Athanases, S. Z., & Wahleithner, J. M. (2016). “Like a ball and glove”: Teachers’ conceptions of the promise and challenges of conducting classroom inquiry. Action in Teacher Education, 38(1), 49-69.
- Bickmore, S. T., Smagorinsky, P., & O'Donnell-Allen, C. (2005). Tensions between traditions: The role of contexts in learning to teach. English Education, 38(1), 23-52.
- Bieler, D. (2010). Dialogic praxis in teacher preparation: A discourse analysis of mentoring talk. English Education, 42(4), 391-426.
- Boreen, J., & Niday, D. (2000). Breaking through the isolation: Mentoring beginning teachers. Journal of Adolescent & Adult Literacy, 44(2), 152-163.
- Brannon, D., & Fiene, J. (2013). The effect structured participation experiences have on pre-service teachers' preparedness to teach reading. Education, 134(2), 185-194.
- Brayko, K. (2013). Community-Based Placements As Contexts for Disciplinary Learning A Study of Literacy Teacher Education Outside of School. Journal of Teacher Education, 64(1), 47–59. doi:10.1177/0022487112458800
- Brenner, D. (2003). Bridges to understanding: Reading and talking about children's literature in teacher education. Action in Teacher Education, 24 (4), 79-86. http://dx.doi.org/10.1080/01626620.2003.10463282.
- Broaddus, K. (2000). From peacemaker to advocate: A preservice teacher's case study of an emergent reader. Journal of Literacy Research, 32(4), 571-597.
- Brock, C. H., Moore, D. K., & Parks, L. (2007). Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators. Teaching and Teacher Education, 23(6), 898-915. http://dx.doi.org/10.1016/j.tate.2006.02.002
- Burn, K., Hagger, H., Mutton, T., & Everton, T. (2003). The complex development of student-teachers' thinking. Teachers and Teaching: Theory and Practice, 9(4), 309-331.
- Butaud, G. & Raymond, R. (2014). Inside view: A look at literature circles from the preservice teacher’s perspective. In S. Vasinda, S. Szabo, & R. Johnson (Eds.), 37th Yearbook of the Association of Literacy Educators and Researchers (pp. 239-259). Louisville, KY: ALER.
- Camicia, S. P., & Read, S. (2011). Engaging public issues through dialogue journals: Pre-service teachers and elementary students read and respond. Social Studies Research and Practice, 6(1), 21-34.
- Carlson, D. D., & Archambault, L. (2013). Technological pedagogical content knowledge and teaching poetry: Preparing preservice teachers to Integrate Content With VoiceThread technology. Teacher Education & Practice, 26(1), 117-142.
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Caughlan, S., Juzwik, M. M., Borsheim-Black, C., Kelly, S., & Fine, J. G. (2013). English teacher candidates developing dialogically organized instructional practices. Research in the Teaching of English, 47(3), 212–246.
- Choice, G (2012). Extending relevant teacher education beyond traditional schooling. In The 32nd Yearbook of the American Reading Forum. Retrieved from: http://americanreadingforum.org/yearbook/12_yearbook/volume12.htm
- Chung, H. Q., & van Es, E. A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice, 20(2), 113-135.
- Ciampa, K., & Gallagher, T. L. (2018). A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing, 31(2), 457-481.
- Ciminelli, M. R. (2014). Preservice Teachers Ponder the Power of Poetry. In L. Haling & R. Seglem (Eds.), Yearbook of the American Reading Forum (Vol. 34, pp. 1–13). American Reading Forum.
- Clark, C., & Medina, C. (2000). How reading and writing literacy narratives affect preservice teachers' understandings of literacy, pedagogy and multiculturalism. Journal of Teacher Education, 51(1), 63-76.
- Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105.
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Coady, M. R., Harper, C., & de Jong, E. J. (2016). Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms? TESOL Quarterly, 50(2), 340–368. https://doi.org/10.1002/tesq.223
- Cobb, J. (2005). Planting the seeds . . . tending the garden . . . cultivating the student: Early childhood preservice teachers as literacy researchers exploring beliefs about struggling readers and diversity. Journal of Early Childhood Teacher Education, 26, 377-393.
- Colby, S. & Stapleton, J. (2006). Preservice teachers teach writing: Implications for teacher educators. Reading Research and Instruction, 45(4), 353-376. http://dx.doi.org/10.1080/19388070609558455
- Collins, F. M. (2005). ‘‘She’s sort of dragging me into the story!’’ Student teachers’ experiences of reading aloud in Key Stage 2 classes. Literacy, 39(1), 10-17.
- Colwell, J., & Gregory, K. (2016). Exploring How Secondary Pre-Service Teachers’ Use Online Social Bookmarking to Envision Literacy in the Disciplines. Reading Horizons, 55 (3). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol55/iss3/3
- Cowan, P. M., & Mickleborough, T. L. (2009). A Clash of Cultures: Exploring Teacher Movies and Their Effect on Pre-Service English Teachers’ Models of Being Literacy Teachers. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 58th Yearbook of the National Reading Conference (pp. 235-247). Oak Creek, WI: National Reading Conference.
- Crawford-Garrett, K. (2016). Negotiating scripts, humanizing practice: Remaking methods instruction in an era of standardization. Action in Teacher Education, 38(3), 240-258.
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Cumming-Potvin, W. (2009). Social justice, pedagogy and multiliteracies: Developing communities of practice for teacher education. Australian Journal of Teacher Education, 34(3).http://dx.doi.org/10.14221/ajte.2009v34n3.4
- Grace, D. J., & Picard, A. (2001). An experimental approach to integrating mathematics and literacy methods courses in teacher education. Action in Teacher Education, 23(1), 27-36.
- Peggy, D. (2012) The promise of secondary content area literacy field experiences, literacy research and instruction, 51(3), 214-232.
- Davenport, N. A. M. (2006). Connecting preservice teachers with students: Using email to build skills for teaching writing. Journal of Reading Education, 31(2), 13-19.
- Dávila, D. (2015). # WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature. Research in the Teaching of English, 50(1), 60.
- Davila, D. (2011). "White People Don't Work at McDonald's" and Other Shadow Stories from the Field: Analyzing Preservice Teachers' Use of Obama's Race Speech to Teach for Social Justice. English Education, 44(1), 13-50.
- Davis, B., Key, T., & Peterson, K. (2017). Summer literacy: A school/university partnership that benefits young learners and beginning teachers. Literacy Practice & Research, Spring/Summer, 28-33.
- Dawkins, S., Ritz, M. E., & Louden, W. (2009). Evaluating the practicability and sustainability of a reading intervention programme, using preservice teachers as trained volunteers. Australian Journal of Language and Literacy, 32(2), 136-147.
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Dawkins, S., Ritz, M., & Louden, W. (2009). Learning by doing: Preservice teachers as reading tutors. Australian Journal of Teacher Education, 34(2), 40-49. http://dx.doi.org/10.14221/ajte.2009v34n2.4
- DeGraff, T. L., Schmidt, C. M., & Waddell, J. H. (2015). Field-based teacher education in literacy: preparing teachers in real classroom contexts. Teaching Education, 26(4), 366-382.
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DelleBovi, B. M. (2012). Literacy instruction: From assignment to assessment. Assessing Writing, 17(4), 271–292. http://doi.org/10.1016/j.asw.2012.07.001
- Dong, Y. R. (2008). Productive tensions: Student teachers' handling of sociocognitive conflicts during the classroom discussion. English Education, 40(3), 231-255.
- Dozier, C. L. & Rutten, I. (2005). Responsive teaching toward responsive teachers: Mediating transfer through intentionality, enactment, and articulation. Journal of Literacy Research, 37(4), 459-492. http://dx.doi.org/10.1207/s15548430jlr3704_3
- Duffy, A. & Atkinson, T. (2001). Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges. Reading Research and Instruction, 41(1), 83-102. http://dx.doi.org/10.1080/19388070109558359
- Dugan, J. A. R. (1999). Learning from experience: Preservice teachers' perceptions of literature discussions. Yearbook of the College Reading Association, 21, 183-200.
- Dunne, M. (2014). Addressing the Cinderella Area: using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening.English In Education, 48(1), 93-107. doi:10.1111/eie.12033
- Dutro, E. & Cartun, A. (2017). Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education. Teaching and Teacher Education, 58, 119-128. https://doi.org/10.1016/j.tate.2016.05.001
- Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre-service teachers’ awareness of the complexity of teaching-learning processes. Teachers and Teaching: Theory and Practice, 15(1), 87-107.
- Ellis, S., & Smith, V. (2017). Assessment, teacher education and the emergence of professional expertise. Literacy, 51(2), 84-93. https://doi-org.ezproxy.lib.utexas.edu/10.1111/lit.12115
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Ely, E., Kennedy, M. J., Pullen, P. C., Williams, M. C., & Hirsch, S. E. (2014). Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices. Teaching and Teacher Education, 44, 35–43. http://doi.org/10.1016/j.tate.2014.07.012
- Fenty, N. S., & Brydon, M. (2017). Integrating Literacy and the Content Curriculum to Support Diverse Learners. Learning Disabilities: A Contemporary Journal, 15(2), 225-238.
- Ferguson, K. (2017). Using a Simulation to Teach Reading Assessment to Preservice Teachers. The Reading Teacher, 70(5), 561-569.
- Ferguson, J., & Brink, B. (2004). Caught in a bind: Student teaching in a climate of state reform. Teacher Education Quarterly, 31(4), 55-64.
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Fey, M. (2004). Computer-mediated collaboration: Teaching future teachers how to respond to student writers. In C. M. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. L. Schallert (Eds.), 53rd Yearbook of the National Reading Conference (pp. 259–271). Oak Creek, WI: National Reading Conference.
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Flint, A. S., Van Sluys, K., Lo, Y. G., & East, D. (2002). I never thought a first grader could teach me how to write: Examining beliefs and posiitons in author’s circles. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 164–175). Oak Creek, WI: National Reading Conference.
- Frambaugh-Kritzer, C., Stolle, E.P. (2011). (Re)conceptualizing Content Area Literacy: Encouraging pre-service and in-service teachers to Explore Interdisciplinary Instruction. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 144-155). Oak Creek, WI: Literacy Research Association Conference.
- Freedman, L. & Carver, C. (2007). Preservice teacher understandings of adolescent literacy development: Naive wonder to dawning realization to intellectual rigor. Journal of Adolescent and Adult Literacy, 50(8), 654-665.
- Freking, F., Park, J., & Francois, A. (2015). Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students’ Language Needs. The New Educator, 11(1), 60-78.
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Friese, E. E. G., Alvermann, D. E., Parkes, A., & Rezak, A. T. (2008). Selecting texts for English Language Arts classrooms: When assessment is not enough. English Teaching: Practice & Critique (University of Waikato), 7(3), 74–99.
- Fritz, A. E., Conner, D., & Stevenson, C. (2009). Training new content area secondary teachers to teach literacy: The university/public school partnership. Reading Improvement , 46(1), 19-28.
- Fry, S. W., & Griffin, S. (2010). Fourth graders as models for teachers: teaching and learning 6+ 1 trait writing as a collaborative experience. Literacy Research and Instruction, 49(4), 283-298.
- Gallagher , T. L., Woloshyn, V. E., & Elliott, A. (2009). Exploring the salient experiences of pre‐service teacher candidates who were former volunteer tutors. Mentoring & Tutoring: Partnership in Learning, 17(2), p. 129-146, DOI: 10.1080/13611260902860075
- Gardiner, W. (2018). Rehearsals in clinical placements: Scaffolding teacher candidates' literacy instruction. The Teacher Educator, 53(4), 384-400.
- Gelfuso, A., & Dennis, D. V. (2017). Reproducing figured worlds of literacy teaching and learning: Examining the “Language-In-Use” of an inservice and preservice teacher enacting the practice of literacy planning. Action in Teacher Education, 39(1), 67-84.
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Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1–11. http://doi.org/10.1016/j.tate.2013.10.012
- Gibson, S. A. (2007). Preservice teachers’ knowledge of instructional scaffolding for writing instruction. Mid-Western Educational Researcher, 20(2), 9–15.
- Griffith, R., Swaggerty, E., Hu, R., Thompson, L, Cannon, T. (2010). On the Cusp of Great Knowledge: An Investigation of How a Reading Methods Course Supported the Development of Characteristics of Excellent Reading Teachers. Journal of Reading Education, 36 (1), 27-35.
- Griffith, R. (2017). Preservice teachers' in‐the‐moment teaching decisions in reading. Literacy, 51(1), 3-10. https://doi.org/10.1111/lit.12097
- Grisham, D. L., Laguardia, A., & Brink, B. (2000). Partners in professionalism: Creating a quality field experience for preservice teachers. Action in Teacher Education, 21(4), 27-40.
- Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21(2), 145-170.
- Grisham, D. L., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348-364.
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Groenke, S. L. (2008). Missed opportunities in cyberspace: Preparing preservice teachers to facilitate critical talk about literature through computer-mediated communication. Journal of Adolescent & Adult Literacy, 52(3), 224–233.
- Gupta, R. (2004). Old habits die hard: Literacy practices of pre-service teachers. Journal of Education for Teaching, 30(1), 67-78.
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Hadjioannou, X., & Hutchinson, M. C. (2010). Putting the G back in English: Preparing pre-service teachers to teach grammar. English Teaching: Practice & Critique (University of Waikato), 9(3), 90–105.
- Hail, C., Hurst, B., Camp, D., & Laughlin, J. (2015). Preservice Teachers' Perceptions of their Literacy Practicum Experiences. Journal Of Reading Education, 40(2), 13-18.
- 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.
- Hallman, H. L. (2012). Community-based field experiences in teacher education: possibilities for a pedagogical third space. Teaching Education, 23(3), 241-263.
- Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43(4), 341-368.
- Hart, S. M., & King, J. R. (2007). Service learning and literacy tutoring: Academic impact on pre-service teachers. Teaching and Teacher Education, 23(4), 323-338. http://dx.doi.org/10.1016/j.tate.2006.12.004
- Haverback, H. R. (2009). Situating pre-service reading teachers as tutors: Implications of teacher self-efficacy on tutoring elementary students. Mentoring & Tutoring: Partnership in Learning. 17(3), p.251-261. DOI: 10.1080/13611260903050171.
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Hayden, H.E. & Chiu, M.M. (2013). Lessons learned: Supporting the development of reflective practice and adaptive expertise. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, A.H. Cole, D. Herro & K.N. Headley (Eds.), The 62nd Yearbook of the Literacy Research Association (pp. 345-359). Altamante Springs, Florida: Literacy Research Association.
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Hedrick, W. B., McGee, P., & 7 Mittag, K. (2000). Pre-service teacher learning through one-on-one tutoring: Reporting perceptions through e-mail. Teaching and Teacher Education, 16, 47–63. doi:10.1016/S0742-051X(99)00033-5.
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Hedrick, W. B., Harmon, J. M., & Wood, K. (2008). Prominent content vocabulary strategies and what secondary preservice teachers think about them. Reading Psychology, 29(5), 443-470.
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Helfrich, S. R., & Bean, R. M. (2011). What matters: Preparing teachers of reading. Reading Horizons 50 (4), 241–62.
- Hill, K. D. (2017). A pre-service teacher's use of a culturally relevant text with interracial themes. Teacher Education and Practice, 30(3), 487-500.
- Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
- Hitchens, C. W. (2014). Preservice Teachers' Use of Learning Environment Resources During Literacy Tutoring. Journal Of Reading Education, 40(1), 24-28.
- Hoffman, J. V. Wetzel, M. M. & DeJulio, S. (2018) Multiple literacy tutoring experiences across a teacher preparation program: How can practice in hybrid spaces challenge the “practice makes practice” dilemma?, Action in Teacher Education, 40(1), 58-76, DOI: 10.1080/01626620.2018.1424660.
- Hoffman, J.V., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretvas, S. N., & National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction (2005). Teachers’ preparation to teach reading and their experiences and practices in the first three years of teaching, Elementary School Journal, 105(3), 267-287.
- Hoffman, J. V., Maloch, B., Mosley Wetzel, M., Taylor, L., Pruitt, A., Greeter, E., & Khan Vlach, S. (2014). Coaching with care in a preservice literacy teacher education program: A design/development study. Exploring the world of literacy: The Association of Literacy Educators & Researchers (ALER) yearbook, 36, 119-138.
- Hopkins, M., & Heineke, A. J. (2017). Teacher learning through culturally relevant literature: A cross-context study of teacher education for English learners. Teacher Education and Practice, 30(3), 501-522.
- Howard, C., & Guidry, A. (2017). Preparing Preservice Teachers to Make the Literacy/History Connection. Literacy Research and Instruction, 56(3), 217-230.
- Howrey, S. (2016). Preparing Pre-service Teachers for TPCK in the Reading Content Area: Insights from an Action Research Study. Literacy Practice & Research, 41(2), 13-21.
- Hsieh, B. (2017). Exploring Evolving Role (s) of Literacy in Secondary Preservice Teachers’ Work: A Comparative Case Study. Literacy Research and Instruction, 56(4), 342-361.
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Hughes, J. E., Packard, B. W.-L., & Pearson, P. D. (2000). Preservice teachers’ perceptions of using hypermedia and video to examine the nature of literacy instruction. Journal of Literacy Research, 32(4), 599–629. https://doi.org/10.1080/10862960009548097
- Hughes, J. E., Packard, B. W. L., & Pearson, P. D. (2000). The role of hypermedia cases on preservice teachers' views of reading instruction. Action in Teacher Education, 22(sup2), 24-38.
- Hughes, J., & Dymoke, S. (2011). “Wiki-Ed Poetry”: Transforming preservice teachers’ preconceptions about poetry and poetry teaching. Journal of Adolescent & Adult Literacy, 55(1), 46–56.
- Hungerford-Kresser, H., & Vetter, A. (2017). Political tensions: English teaching, standards, and postsecondary readiness. English Teaching: Practice & Critique, 16(3), 407–422. https://doi.org/10.1108/ETPC-05-2017-0061
- Hunter, J. D., Silvestri, K. N., & Ackerman, M. L. (2018). ''Feeling like a different kind of smart'': Twitter as digital literacy mediates learning for urban youth and literacy specialist candidates. School-University Partnerships, 11(1), 36-45
- Jay, J. K. (2002). Meta, Meta, Meta: Modeling in a Methods Course for Teaching English. Teacher Education Quarterly, 4, 83-102.
- Jacobs, K. B. & Low, D. E. (2017). Critical questioning in and beyond the margins: Teacher preparation students’ multimodal inquiries into literacy assessment. English Education, 49(3), 226-264.
- Jobe, L. & Pope, C. (2002). The English Methods Class Matters: Professor D and the Student Teachers. Reading Research and Instruction, 42(1), 1-29. http://dx.doi.org/10.1080/19388070209558378
- Jobe, L. G., & Pope, C. A. (2002). The English methods class matters: Professor D and the student teachers. Literacy Research and Instruction, 42(1), 1-29.
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Johnson, D. (2010). “Learning to teach: The influence of a university-school partnership project on pre-service elementary teachers’ efficacy for literacy instruction.” Reading Horizons 50 (1), 23–48.
- Johnson, J. (2012). "A Rainforest in Front of a Bulldozer": The Literacy Practices of Teacher Candidates Committed to Social Justice. English Education, 44(2), 147-179.
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Johnson, T. S., Thompson, L., Smagorinsky, P., & Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 136–176.
- Juzwik, M., Sherry, M., Caughlan, S., Heintz, A., Borsheim-Black. (2012). Supporting dialogically organized instruction in an English teacher preparation program: A video-based, Web 2.0-mediated response and revision pedagogy. Teachers College Record, 114(3), 1-42.
- 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.
- Kaplan, D. S., Rupley, W. H., Sparks, J., & Holcomb, A. (2007). Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers. Journal of Literacy Research, 39(3), 357-387. http://dx.doi.org/10.1080/10862960701613136
- Kaste, J. A. (2001). Examining two preservice teachers' practices for promoting culturally responsive literacy in the middle grades. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 311-322), Chicago, Ill: National Reading Conference.
- Katić, E.K. (2008). Preservice teachers’ conceptions about computers: An ongoing search for transformative appropriations of modern technologies. Teachers and Teaching: Theory and Practice, 14(2), 157-179.
- Keehn, S., Harmon, J., Hedrick, W., Martinez, M. & Perez, B. (2001). A study of the impact of a reading specialization program on first-year teachers. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 323-332), Chicago, Ill: National Reading Conference.
- Kelley, K. (2007) Negotiating pedagogy development: Learning to teach writing in a service-learning context. Action in Teacher Research, 29 (2), 94-108. http://dx.doi.org/10.1080/01626620.2007.10463452
- Kelly-Jackson, C. & Delacruz, S. (2014). Using visual literacy to teach science academic language: Experiences from three preservice teachers. Action in Teacher Education, 36(3), 192-210. http://dx.doi.org/10.1080/01626620.2014.917364
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Kelly, L. B. (2018). Preservice Teachers’ Developing Conceptions of Teaching English Learners. TESOL Quarterly, 52(1), 110–136. https://doi.org/10.1002/tesq.375
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