3CCT Category: Course content — Content of instruction (including TE’s teaching with technology) and the experiences in the course that relate to this content.
Articles
- Agee, J. (2006). What Kind of Teacher Will/Be? Creating Spaces for Beginning Teachers' Imagined Roles. English Education, 38(3), 194-219.
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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
- 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.
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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
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Araujo, J., Szabo, S., Raine, L., & Wickstrom, C. (2014). Bridging the stories of experience: Preservice teachers revise their thinking about writing and the teaching of writing in an undergraduate literacy course. In S. Vasinda, S. Szabo, & R. Johnson (Eds.), 37th Yearbook of the Association of Literacy Educators and Researchers (pp. 225–238). Commerce, TX: Association of Literacy Educators and Researchers.
- Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. Reading Psychology, 21(1), 31-55.
- Augustine, S. M., & Zoss, M. (2006). Aesthetic flow experience in the teaching of preservice language arts teachers. English Education, 39(1), 72-95.
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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.
- Barnyak, N. C., & Paquette, K. R. (2010). An investigation of elementary preservice teachers' reading instructional beliefs. Reading Improvement , 47(1), 7-17.
- Barrentine, S., Waller, R., & Beck, P. (2011). Preservice Teachers’ Development of Professional Knowledge about Strategic Comprehension. Journal of Reading Education, 37 (1), 26-32.
- Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
- 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.
- Carey, M.D, Christie, M., & Grainger, P. (2015). What benefits can be derived from teaching knowledge about language to preservice teachers? Australian Journal of Teacher Education 40(9), 15-30. http://dx.doi.org/10.14221/ajte.2015v40n9.2
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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.
- 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.
- 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.
- Clift, R. T. (2009). Repurposing My Professional Practice: Learning from my Students Over Time and Place. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 5(2), 129-141. doi:10.1080/17425960903306567
- Colwell, J. (2016). Examining preservice teachers’ beliefs about disciplinary literacy in history through a blog project. Action in Teacher Education, 38(1), 34-48.
- 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.
- 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. (2008). Using drawings by secondary preservice teachers to study their writing process and apprehension. In M. M. Foote, S. Szabo, F. Falk-Rose, & M. B. Sampson (Eds.), The Twenty-Ninth Yearbook A Peer Reviewed Publication of The College Reading Association (Vol. 29, pp. 201–218). Commerce, TX: College Reading Association.
- 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
- Dávila, D. (2015). # WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature. Research in the Teaching of English, 50(1), 60.
- 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
- Dempsey, M. S., PytlikZillig, L. M., & Bruning, R. H. (2009). Helping preservice teachers to assess writing: Practice and feedback in a web-based environment. Assessing Writing, 14(1), 38–61. http://dx.doi.org/10.1016/j.asw.2008.12.003
- Dong, Y. R. (2008). Productive tensions: Student teachers' handling of sociocognitive conflicts during the classroom discussion. English Education, 40(3), 231-255.
- Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47(2), 55-75.
- 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.
- 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
- Dugan, J. A. R. (1999). Learning from experience: Preservice teachers' perceptions of literature discussions. Yearbook of the College Reading Association, 21, 183-200.
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Dávila, D., & Barnes, M. E. (2017). Beyond censorship: politics, teens, and ELA teacher candidates. English Teaching: Practice & Critique, 16(3), 303–318. https://doi.org/10.1108/ETPC-05-2017-0082
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Ely, E., Pullen, P. C., Kennedy, M. J., Hirsch, S. E., & Williams, M. C. (2014). Use of instructional technology to improve teacher candidate knowledge of vocabulary instruction. Computers & Education, 75, 44–52. http://doi.org/10.1016/j.compedu.2014.01.013
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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
- Fazio, M. (2000). Constructive comprehension and metacognitive strategy instruction in a field-based teacher education program. Yearbook of the College Reading Association, 22, 177-190.
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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
- 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.
- 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.
- 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
- Godley, A. J., Reaser, J., & Moore, K. G. (2015). Pre-service English Language Arts teachers' development of critical language awareness for teaching. Linguistics and Education, 32, 41-54. http://dx.doi.org/10.1016/j.linged.2015.03.015
- 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.
- 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.
- Grisham, D. L., Yoder, K. K., Smetlana, L., Dobler, E., Wolsey, T. D., Lenski, S. J., Young, J., Chambers, S., Scales, R.Q., Wold, L. S., Ganske, K., & Scales, W.D. (2014). Are teacher candidates learning what they are taught? Declarative literacy learning in 10 teacher preparation programs. Teacher Education and Practice, 27 (1), 168-189.
- 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.
- 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
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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, A. H. (2016). Examining shifts in preservice teachers' beliefs and attitudes toward writing instruction. Journal of Early Childhood Teacher Education, 37, 142-156.
- 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. (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.
- Helfrich, S. R., & Clark, S. K. (2016). A Comparative Examination Of Pre-Service Teacher Self-Efficacy Related To Literacy Instruction". Reading Psychology, 37, 943-961.
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Helfrich, S. R., & Bean, R. M. (2011). What matters: Preparing teachers of reading. Reading Horizons 50 (4), 241–62.
- Horton, J., & Pacifici, L. (2003). Expanding pre-service teachers' notions of literacy and diversity. In W. Trathen (Ed.), The 23rd Yearbook of the American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/index.shtml
- 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.
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Hsieh, B. (2017). Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom. English Teaching: Practice & Critique, 16(3), 290–302. https://doi.org/10.1108/ETPC-05-2017-0086
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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.
- 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.
- 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. (2003). Self-awareness of past learning and development as motivation for continued learning: the application of a general model to specific categories of literacy learning for preservice reading teachers., Reading Psychology, 24:1, 1-24, DOI: 10.1080/02702710308237
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Kaufman, D. K. (2009). A teacher educator writes and shares: Student perceptions of a publicly literate life. Journal of Teacher Education, 60(3), 338–350. https://doi.org/10.1177/0022487109336544
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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.
- Kindle, K. J., & Schmidt, C. M. (2013). Developing preservice teachers: A self-study of instructors scaffolding. Reading Improvement , 50(3), 83-100.
- King, J., Scheider, J.J., Kozdras, D., Minick, V., Welsh, J. Brindley, R., Feger, M.V., & Kirby, A. (2013). The Multiple Ways Technology Supports Pre-service Teacher Education: A Foray into Multimedia Literacies. Journal of Reading Education, 38 (3), 14-20.
- Kist, W., & Pytash, K. E. (2015). "I love to flip the pages": Preservice teachers and new literacies within a field experience. English Education, 47(2), 131-167.
- Knudson, R. E., & Maxson, S. (2001). How students learn to teach beginning reading. Reading Improvement, 38(3), 125-132.
- Kucan, L. (2001). Transcript analysis project (TAP): An opportunity for student teachers to engage in practical inquiry into classroom discussion. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 346-355), Chicago, Ill: National Reading Conference.
- L'Allier, S. K., & Elish-Piper, L. (2007). “Walking the walk” with teacher education candidates: Strategies for promoting active engagement with assigned readings. Journal of Adolescent and Adult Literacy, 50(5), 338-353.
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Laman, T.T., Miller, E.T., & López-Robertson, J. (2012). Noticingand naming as social practice: Examining the relevance of a contextualized field-based early childhood literacy methods course. Journal of Early Childhood Teacher Education, 33(1), 3-18.
- Lazar, A. (2001). Preparing white preservice teachers for urban classrooms: Growth in a Philadelphia-based literacy practicum. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 367-381), Chicago, Ill: National Reading Conference.
- Lazar, A. M. (2007). It's not just about teaching kids to read: Helping preservice teachers acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411-443. http://dx.doi.org/10.1080/10862960701675291
- Leko, M. M., Kalukarni, S., Lin, M. & Smith, S. A., (2015). Delving deeper into the construct of preservice teacher beliefs about reading instruction for students with disabilities. Teacher Education and Special Education, 38(3), 186-206. doi:10.1177/0888406414557677
- Leland, C., Harste, J. C., Jackson, C. A., & Youssef, O. (2001). Making teacher education critical. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 382-393), Chicago, Ill: National Reading Conference.
- Magee, P. A., & Leeth, J. H. (2014). Using transmediation in elementary preservice teacher education. Journal of Adolescent & Adult Literacy, 58(4), 327–336.
- Mallette, M. H., Kile, R. S., Smith, M. M., McKinney, M., & Readence, J. E. (2000). Constructing meaning about literacy difficulties: Preservice teachers beginning to think about pedagogy. Teaching and Teacher Education, 16(5-6), 593-612.
- Mallette, M. H., & Karchmer, R. A. (2002). Lessons learned from preparing preservice teachers to integrate technology in their literacy teaching. In YEARBOOK-NATIONAL READING CONFERENCE (Vol. 51, pp. 298-309).
- Many, J., Taylor, D., Wang, Y., Sachs, G., & Schreiber, H. (2007). An examination of preservice literacy teachers' initial attempts to provide instructional scaffolding. Reading Horizons, 48(1), 19-40.
- Marable, M., Leavitt-Noble, K., & Grande, M. (2010). Book talks in special education methods courses: Using literature to influence, inspire, and prepare teacher candidates. Teacher Education and Special Education, 33(2), 143-154. doi:10.1177/0888406409360013
- Marri, A. R., Perin, D., Crocco, M. S., Riccio, J. F., Rivet, A., & Chase, B. J. (2011). Content-driven literacy: One approach to urban secondary teacher education. The New Educator, 7(4), 325-351.
- Martin, M., Martin, S., & Martin, C. (1999). Pre-service teachers constructing their meanings of literacy in a field-based program. Advancing the world of literacy: Moving into the 21st. century, 55-66.
- Martin, S. D., & Dismuke, S. (2015). Teacher candidates' perceptions of their learning and engagement in a writing methods course. Teaching and Teacher Education, 46, 104-114. http://dx.doi.org/10.1016/j.tate.2014.11.002 0742-051X
- Martinussen, R., Ferrari, J., Aitken, M. & Willows, D. (2015). Pre-service teachers' knowledge of phonemic awareness: Relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia 65, 142-158. http://dx.doi.org/10.1007/s11881-015-0104-0
- Massey, D. (2002). Personal journeys: Teaching teachers to teach literacy. Reading Research and Instruction, 41(2), 103-125. http://dx.doi.org/10.1080/19388070209558361
- Masuda, A. M. (2014). Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy. Literacy Research and Instruction,53(4), 326-346.
- Mathers, B. G., Bnson, S.K., & Newton, E. (2006). “The Teacher Said My Story Was Excellent”: Preservice Teachers Reflect on the Role of the “External” in Writing. Journal of Adolescent and Adult Literacy, 50(4), 290-297. http://dx.doi.org/10.1598/JAAL.50.4.5
- Mathis, J. B. (1999). Preservice Teachers Constructing Personal Understandings About Culture. Yearbook of the College Reading Association, 21, 227-235.
- Mathis, J. B. (2000). Preservice teachers explore culturally responsive instruction: Affirmation and resistance. Literacy at a new horizon, 226-239.
- McCarthy, M. D., (2018). Critically teaching criticality?: Modeling social and pedagogical inquiry with literary texts. Studying Teacher Education.
- McDonald, M., Brayko, K., & Bowman, M. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1-35.
- Medina, C. L., & del Rocío Costa, M. (2010). Collaborative voices exploring culturally and socially responsive literacies. Language Arts, 87(4), 263-276.
- Merino, B. J., & Holmes. (2006). Student teacher inquiry as an "entry point" for advocacy. Teacher Education Quarterly, 33(3), 79-96.
- Merkley, D., Dufflemeyer, F., Beed, P., Jensen, S., & Bobys, A. (2007). Using the R2D2 model for creating collaboration among practicing teachers and preservice teachers during reading assessment preparation at four universities. Journal of Technology and Teacher Education, 15(4), 463-482.
- Meyer, T., & Sawyer, M. (2006). Cultivating an inquiry stance in English education: Rethinking the student teaching seminar. English education, 39(1), 46-71.
- Miller, L. (2009). Preservice Teacher Candidates' Perceptions of Programmatic Contributions to their Developing Understandings of Diversity: Teaching for Change. Journal of Reading Education, 34 (2), 25-33.
- Mitchell, C. (2017). Preparing Future Teachers to Teach Literacy in the 21st Century: Utilizing Digital Literacies in Literacy Coursework to Foster Applicable Classroom Practices, American Reading Forum Online Yearbook, Vol. XXXVII, http://www.americanreadingforum.org/yearbook/17_yearbook/papers/Preparing_Future_Teachers_To_Teach_Literacy_In_The_21st_Century.pdf
- Mitchell, K., Homza, A., & Ngo, S. (2012). Reading aloud with bilingual learners: A fieldwork project and its impact on mainstream teacher candidates. Action in Teacher Education, 34(3), 276-294. http://dx.doi.org/10.1080/016266202012.694020
- Mitton Kukner, J. & Murray Orr, A. (2015). Inquiring into pre-service content area teachers' development of literacy practices and pedagogical content knowledge. Australian Journal of Teacher Education 40 (5), 41-60. DOI: http://dx.doi.org/10.14221/ajte.2015v40n5.3
- Modla, V., McGeehan, C., & Lewinski, K. (2014). Swimming in Shallow Waters Promoting Deep Comprehension through Strategy Instruction. Journal Of Reading Education, 39(3), 22-28.
- Mohr, K.A., Lane, F., & Sarker, A. (2010). Paths to culturally responsive instruction: Preservice teachers’ readiness beliefs. In R.T. Jiménez, V.J. Risko, M.K. Hundley, & D.W. Rowe (Eds.), 59th Yearbook of the National Reading Conference (pp. 304-314). Oak Creek, WI: National Reading Conference.
- Monroe, L., & Ruan, J. (2018). Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs. Journal of Early Childhood Teacher Education, 39(1), 1-15.
- Morgan, D. N., Zimmerman, B. S., Kidder-Brown, M. K., & Dunn, K. (2011). From writing methods to student teaching: Vision development and the implementation of conceptual and practical tools by preservice teachers. 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. 100-112). Oak Creek, WI: Literacy Research Association Conference.
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Mosley, M., & Rogers, R. (2011). Inhabiting the “tragic gap”: Pre-service teachers practicing racial literacy. Teaching Education, 22(3), 303–324. http://doi.org/10.1080/10476210.2010.518704
- Mosley Wetzel, M., & Rogers, R. (2015). Constructing racial literacy through critical language awareness: A case study of a beginning literacy teacher. Linguistics and Education, 32, 27-40. http://dx.doi.org/10.1016/j.linged.2015.03.014
- Murnen, T. J. (2005). The reading practices of pre-service teachers: On becoming critical consumers. In B. Schlagal (Ed.), The 25th Yearbook of the American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/index.shtml
- Myers, J., & Eberfors, F. (2010). Globalizing English through intercultural critical literacy. English education, 42(2), 148-170.
- Nguyen, M. H., & Brown, J. (2016). Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia. Australian Journal of Teacher Education (Online), 41(8), 84.
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Noel, A. M. (2014) Teacher performance assessment (edTPA): An instructor’s development and evaluation of an embedded signature assessment in an early childhood literacy course. Journal of Early Childhood Teacher Education, 35(4), 357-372.
- Norris, K., Lucas, L., & Prudhoe, C. (2012). Examining critical literacy: Preparing preservice teachers to use critical literacy in the early childhood classroom. Multicultural Education, 19(2), 59-62.
- Olson, K. & Jimenez-Silva, M. (2008). The Campfire Effect: A Preliminary Analysis of Preservice Teachers' Beliefs About Teaching English Language Learners After State-Mandated Endorsement Courses, Journal of Research in Childhood Education, 22:3, 246-260, DOI: 10.1080/02568540809594625
- Paratore, J. R., O’Brien, L. M., Jiménez, L., Salinas, A., & Ly, C. (2016). Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading. Teaching and Teacher Education, 59, 247-260.
- 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.
- Pitfield, M. (2011). Re-constructing the relationship between drama and English: Student-teachers' perspectives at the end of an initial teacher education year. English In Education, 45(1), 52-71. doi:10.1111/j.1754-8845.2010.01087.x
- Pufpaff, L. A., & Yssel, N. (2010). Effects of a 6-week co-taught literacy unit on preservice special educators' literacy-education knowledge. Psychology in the Schools, 47(5), p.493-500. http://dx.doi.org/10.1002/pits.20485.
- Richards, J. (2001). "I did not plan ahead": Preservice teachers concerns integrating print-based literacy lessons with computer technology. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 507-518), Chicago, Ill: National Reading Conference.
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