3CCE Category: Course experiences – the work that is done in a course to promote the content.
Articles
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Ajayi, L. (2010). Preservice Teachers’ Knowledge, Attitudes, and Perception of Their Preparation to Teach Multiliteracies/Multimodality. The Teacher Educator, 46(1), 6–31. doi: 10.1080/08878730.2010.488279
- Ajayi, L. (2011). Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model. Teacher Education Quarterly, 38(3), 169-189.
- 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.
- Al Otaiba, S., Lake, V. E., Greulich, L., Folsom, J. S., & Guidry, L. (2012). Preparing beginning reading teachers: an experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109–129.
- Al Otaiba, S. (2005). How effective is code-based reading tutoring in English for English learners and preservice teacher-tutors? Remedial and Special Education. 26(4). p.245-254. http://dx.doi.org/10.1177/07419325050260040701.
- Allen, D. D., & Flippo, R. F. (2002). Alternative assessment in the preparation of literacy educators: Responses from students. Reading Psychology, 23, 15-26.
- Arias, M. B., & Poynor, L. (2001). A good start: A progressive, transactional approach to diversity in pre-service teacher education. Bilingual Research Journal, 25(4), 417-434.
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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.
- Assaf, L. C. (2005). Exploring identities in a reading specialization program. Journal of Literacy Research, 37(2), 201-236. http://dx.doi.org/10.1207/s15548430jlr3702_4
- Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. Reading Psychology, 21(1), 31-55.
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Athiemoolam, L. (2018). Students’ viewpoints on using tableaux to analyse short stories. English Teaching: Practice & Critique, 17(3), 245–256. https://doi.org/10.1108/ETPC-03-2018-0030
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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.
- Bach, J., & Weinstein, S. (2014). Who's the teacher? What Tony Danza taught us about English education. English Education, 46(4), 300.
- Bacon, C. (2017). Dichotomies, dialects, and deficits; Confronting the "Standard English" myth in literacy and teacher education. Literacy Research: Theory, Method and Practice, Vol. 66, 341-357.
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Badger, J. (2010). Assessing reflective thinking: Pre‐service teachers’ and professors’ perceptions of an oral examination. Assessment in Education: Principles, Policy & Practice, 17(1), 77-89. http://dx.doi.org/10.1080/09695940903076022
- Baker, E. A. & Wedman, J. M. (2000). Lessons learned while using case-based instruction with preservice literacy teachers. In T. Shannahan & F. V. Rodriguez-Brown (Eds). 49th Yearbook of the National Reading Conference, (pp 122-136). Chicago, Ill: National Reading Conference.
- 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.
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
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Barnes, M. E. (2018). Centering the how: What teacher candidates’ means of mediation can tell us about engaging adolescent writers. Journal of Adolescent & Adult Literacy, 62(1), 35-43
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Barnes, M. E. (2016). Recognizing spaces of dissensus in English teacher education. English Teaching: Practice & Critique, 15(2), 190–207. https://doi.org/10.1108/ETPC-01-2016-0003
- Barnes, M. E. & Smagorinsky, P, (2016). What English/Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs, Journal of Teacher Education, 67(4), 338-355.
- Barry, A. L. (2013). Content integration through the eyes of novice and experienced teachers. Teacher Education Quarterly, 40(3), 93-106.
- 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.
- Batchelor, K. (2014). Re-Seeing revision with secondary English preservice teachers: A between-draft look at transmediation in the revision process. In P. Dunston, S.K. Fullerton, M.W. Cole, D. Herro, J.A. Malloy, P.M. Wilder, K.N. Headley (Eds.), The 63rd Yearbook of the Literacy Research Association, 281-294.
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Batchelor, K.W., Morgan, D. N., Kidder-Brown, M. K. & Zimmerman, B. S. (2014). Investigating the unit of study approach as a way to teach writing to early childhood education preservice teachers. Journal of Early Childhood Teacher Education, 35(3), 276-289.
- Bell, N. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24-40. http://dx.doi.org/10.1016/j.linged.2007.04.002
- Bender-Slack, D., & Young, T. (2016). Preservice teachers’ understanding of the language arts: Using a lens of critical literacy. Mid-Western Educational Researcher, 28(2), 105-127.
- 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.
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Bixler, J., Smith, S., & Henderson, S. (2013). Inviting teacher candidates into book talks: Supporting a culture of lifelong reading.” Reading Horizons 52 (3), 233–254.
- Boggs, M., & Golden, F. (2009). Insights: Literacy memories of preservice teachers self-reported categories of impact. Reading Matrix: An International Online Journal, 9(2), 211-223.
- Bokhorst-Heng, W. D., Flagg-Williams, J. B., & West, S. (2014). The palimpsest layers of pre-service teachers’ literacy autobiographies. Pedagogies, 9(4), 343-364. doi:10.1080/1554480X.2014.951652
- Boreen, J., & Niday, D. (2000). Breaking through the isolation: Mentoring beginning teachers. Journal of Adolescent & Adult Literacy, 44(2), 152-163.
- 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.
- Brindley, R., & Laframboise, K. L. (2002). The need to do more: Promoting multiple perspectives in preservice teacher education through children's literature. Teaching and Teacher Education, 18(4), 405-420.
- Bruce, D. L., & Chiu, M. M. (2015). Composing with new technology: Teacher reflections on learning digital video. Journal of Teacher Education, 66(3), 272-287. http://dx.doi.org/10.1177/0022487115574291
- 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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Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B., Downer, J. Burchinal, M., & Carollee Howes. (2011). Implementation of a course focused on language and literacy within teacher–child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32(3), 200-224.
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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.
- 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.
- 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.
- Collier, J. K. (2006). Defining literacy self images: Using digital storytelling to empower preservice reading teachers as strategic problem solvers. In A. Heron-Hruby (Ed.), The 26th Yearbook of the American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/index.shtml
- Colwell, J., & Enderson, M. C. (2016). “When I hear literacy”: Using pre-service teachers' perceptions of mathematical literacy to inform program changes in teacher education. Teaching and Teacher Education, 53, 63-74.
- Copeland, S. R., Keefe, E. B., Calhoo, A. J., Tanner, W., & Park, S. (2011). Preparing teachers to provide literacy instruction to all students: faculty experiences and perceptions. Research & Practice for Persons with Severe Disabilities, 36(3/4), 126-141.
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Coulter, C., Michael, C., & Poynor, L. (2007). Storytelling as pedagogy: An unexpected outcome of narrative inquiry. Curriculum Inquiry, 37(2), 103–122. https://doi.org/10.1111/j.1467-873X.2007.00375.x
- 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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Daisey, P. (2010). The origin and development of ownership in a school writing assignment: Secondary preservice teachers author a “how-to” book. In S. Szabo, M. M. Foote, M. B. Sampson, & F. Falk-Rose (Eds.), The Thirty-First Yearbook: A Doubled Peer Reviewed Publication of The College Reading Association (pp. 275–292). Commerce, TX: College Reading Association.
- Daisey, P. (2010). Secondary preservice teachers remember their favorite reading experiences: Insights and implications for content area instruction. Journal of Adolescent & Adult Literacy, 53(8), 678–687.
- Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal Of Teacher Education, 41(2), 159-172. http://dx.doi.org/10.1080/1359866X.2013.777025
- 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.
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Davila, D. (2013). Cultural boundaries or geographic borders? Future teachers define “American” in response to In My Family/En Mi familia. In P.J. Dunston, S.K. Fullerton, C.C. Bates, K. Headley, P.M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (pp. 260-272). Oak Creek, WI: Literacy Research Association.
- Davis-Duerr, J. (2015). Planning on Preservice Teachers' Affective Domains of Reading. Journal of Reading Education, 40(3), 17-22.
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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
- Dharamishi, P. (2018). Seeing the everyday through new lenses: Pedagogies and practices of literacy educators with a critical stance. Teacher Education Quarterly,Winter, 7-29.
- 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
- Draper, R. J., Broomhead, P., Jensen, A. P., & Nokes, J. D. (2012). (Re)imagining literacy and teacher preparation through collaboration. Reading Psychology, 33(4), 367-398.
- 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
- 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
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Dymoke, S., & Hughes, J. (2009). Using a poetry wiki: How can the medium support pre-service teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age? English Teaching: Practice & Critique (University of Waikato), 8(3), 91–106.
- 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.
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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
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Eppley, K. (2011). Teaching rural place: pre-service language and literacy students consider place-conscious literacy. Pedagogies:An International Journal 6(2), 87-103.
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Erdogan, T. (2013).The effect of creative drama method on pre-service classroom teachers’ writing skills and attitudes towards writing. australian journal of teacher education, 38(1). http://dx.doi.org/10.14221/ajte.2013v38n1.5
- Estrada, K., & Grady, K. (2011). Reflective inquiry and pre-service teachers’ conceptions of content area literacies. Reflective Practice, 12(6), 749-762.
- Exley, B., Woods, A., Lunn, J., Walker, S., & Whiteford, C. M. (2014). Reconciling dilemmas of social justice in literacy Lessons: A case study of preservice primary teachers. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.11
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Falter, M. M., & Kerkhoff, S. N. (2018). Slowly shifting out of neutral: Using young adult literature to discuss PSTs’ beliefs about racial injustice and police brutality. English Teaching: Practice & Critique, 17(3), 257–276. https://doi.org/10.1108/ETPC-05-2017-0057
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Fayne, H. R. (2014). Preparing Preservice Teachers in a Virtual Space: A Case Study of a Literacy Methods Course. The Teacher Educator, 49(4), 305–316. http://doi.org/10.1080/08878730.2014.934081
- Fecho, B., Commeyras, M., Eurydice, Bauer, B., & Font, G. (2000). In rehearsal: Complicating authority in undergraduate critical-inquiry classrooms. Journal of literacy research, 32(4), 471-504.
- Ferguson, K. (2017). Using a Simulation to Teach Reading Assessment to Preservice Teachers. The Reading Teacher, 70(5), 561-569.
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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.
- Filatov, K. & Pill, S. (2015). The relationship between university learning experiences and English teaching self-efficacy: Perspectives of five final-year pre-service English teachers. Australian Journal of Teacher Education 40(6), 33-59. DOI: http://dx.doi.org/10.14221/ajte.2015v40n6.3
- Fisher, A. T. (2011). Creating an articulate classroom: Examining pre-service teachers' experiences of talk. Language and Education , 25(1), 33-47. doi: 10.1080/09500782.2010.519775
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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.
- Foote, M. M., & Linder, P. E. (2000). What they know and believe about family literacy: Preservice and mentor teachers respond and reflect. Yearbook of the College Reading Association, 22, 159-176.
- 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.
- 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
- Garcia, A., & O'Donnell-Allen, C. (2016). Wobbling with writing: Challenging existing paradigms of secondary writing instruction and finding new possibilities. Literacy Research: Theory, Method and Practice, 65, 348-364.
- Gardner, P. (2014). Becoming a teacher of writing: Primary student teachers reviewing their relationship with writing. English in Education, 48(2), 128-148.
- Gibson, K. M. (2010). Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning. Issues in Teacher Education, 19(1), 109-120.
- Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90.
- Glenn, W. J. (2012). Developing understandings of race: Preservice teachers' counter-narrative (re) constructions of people of color in young adult literature. English Education, 44(4), 326-353.
- Glenn, W. (2015). Understanding unfamiliar literary aesthetics: White preservice teachers examine race through story. Action in Teacher Education, 37 (1), 23-44. http://dx.doi.org/10.1080/01626620.2014.969852
- Grisham, D. L., & Brink, B. (2000). Model Classrooms: A Theory to Practice Link for Preservice Teacher Education. Journal of Reading Education, 26(1), 1-8.
- 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.
- Groth, L., Dunlap, K., & Kidd, J. (2007). Becoming technologically literate through technology integration in PK‐12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363-386. http://dx.doi.org/10.1080/19388070709558476
- Gunn, A., & King, J. (2015). Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers. Teacher Development, 19(2), 168-185.
- 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., & Piazza, S. V. (2008). Critically reading texts: What students do and how teachers can help. Reading Teacher, 62(1), 32-41.
- Hall, L. A. (2009). “A necessary part of good teaching”: Using book clubs to develop preservice teachers’ visions of self. Literacy Research and Instruction, 48, 298-317. doi: 10.1080/19388070802433206
- 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. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with preservice english Teachers. Journal of Adolescent and Adult Literacy, 50(6), 474-485.
- Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43(4), 341-368.
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Hammett, R., & Bainbridge, J. (2009). Pre-service teachers explore cultural identity and ideology through picture books. Literacy 43 (3), 152–59. doi:10.1111/j.1741-4369.2009.00522.x.
- 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.
- Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36(2), 117-140. http://dx.doi.org/10.1080/01626620.2014.898600
- Helfrich, S. (2012). Incorporating Tutoring Experiences in Teacher Education: Benefits to Pre-Service Teachers and Suggestions for Teacher Educators. Journal of Reading Education, 37 (3), 40-48.
- Herrman, B. (2015). "All of a sudden I have these real students": Preservice teachers learning to teach English. Teacher Education and Practice, 28(1), 90-109.
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Heydon, R., & Hibbert, K. (2010). “Relocating the Personal” to engender critically reflective practice in pre-service literacy teachers. Teaching and Teacher Education, 26(4), 796–804. http://dx.doi.org/10.1016/j.tate.2009.10.016
- Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
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Hinchion, C. (2017). Student English teachers: Participatory learning and developing identities-in-practice. English Teaching: Practice & Critique, 16(2), 238–251. https://doi.org/10.1108/ETPC-10-2016-0123
- Howard, C., & Guidry, A. (2017). Preparing Preservice Teachers to Make the Literacy/History Connection. Literacy Research and Instruction, 56(3), 217-230.
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Howrey, S. T. & Whelan-Kim, K. (2009). Building cultural responsiveness in rural, preservice teachers using a multicultural children's literature project, Journal of Early Childhood Teacher Education, 30(2), 123-137.
- 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.
- Huang, S. (2017). Reading practices of pre-service teachers in the United States. Reading Psychology, 38(6), 580-603.
- 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.
- 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.
- 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.
- Kaplan, D. S. (2001). Preservice reading teachers' self-awareness of past learning and development as motivation for continued learning. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 300-310), Chicago, Ill: National Reading Conference.
- 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
- 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.
- 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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Kennedy, M. J., Driver, M. K., Pullen, P. C., Ely, E., & Cole, M. T. (2013). Improving teacher candidates’ knowledge of phonological awareness: A multimedia approach. Computers & Education, 64, 42-51.
- Kidd, J. K., Sanchez, S. Y., & Thorp, E. K. (2000). Integrating language and literacy through projects: An applied internship experience. Yearbook of the College Reading Association, 22, 206-225.
- Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2002). A focus on family stories: Enhancing preservice teachers' cultural awareness. In D. L. Schallert, C. F. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.) 51st Yearbook of National Reading Conference (pp. 242-252), San Antonio, TX: National Reading Conference.
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