4FIS Category: Field Experiences: inside schools
Articles
- 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 Otaiba, S., & Lake, V. E. (2007). Preparing special educators to teach reading and use curriculum-based assessments. Reading and Writing, 20(6), 591–617.
- 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.
- 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.
- 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.
- 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.
- 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
- 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
- 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.
- 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
- Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
- 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.
- 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.
- Brannon, D., & Fiene, J. (2013). The effect structured participation experiences have on pre-service teachers' preparedness to teach reading. Education, 134(2), 185-194.
- Brock, C., Case, R., & Taylor, S. (2013). Dilemmas in guiding pre-service teachers to explore literacy instruction and diversity. Teacher Education Quarterly, 40(1), 81-100.
- 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.
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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.
- 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.
- 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.
- Conley, M., Kerner, M., Reynolds, J.M. (2005).Not a question of “should,” but a question of “how”: Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools. Action in Teacher Education, 27 (2), 22-32. http://dx.doi.org/10.1080/01626620.2005.10463380
- 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.
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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.
- Dixon, K., & Janks, H. (2018). "My fish died and I flushed him down the toilet”: Children disrupt preservice teachers’ understandings of “appropriate” picture books for young children. Literacy Research: Theory, Method, and Practice, 67, 343-359.
- Dong, Y. R. (2008). Productive tensions: Student teachers' handling of sociocognitive conflicts during the classroom discussion. English Education, 40(3), 231-255.
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Donovan, C. A., Rovegno, I., & Dolly, J. P. (2000). Teaching development and diversity in field-based methods courses. Action in Teacher Education, 22(3), 37–46.
- 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
- 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
- Fang, Z., & Ashley, C. (2004). Preservice teachers' interpretations of a field-based reading block. Journal of Teacher Education, 55(1), 39-54. http://dx.doi.org/10.1177/0022487103259814
- 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, J., & Brink, B. (2004). Caught in a bind: Student teaching in a climate of state reform. Teacher Education Quarterly, 31(4), 55-64.
- 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
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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.
- 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.
- Friedman, A. A., & Wallace, E. K. (2006). Crossing borders: Developing an innovative collaboration to improve the preparation of high school English teachers. Equity & Excellence in Education, 39, 15-26. http://dx.doi.org/10.1080/10665680500478668
- 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
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Gibson, S. (2003). Narrative of a pre-service teacher. English Teaching: Practice & Critique (University of Waikato), 2(3), 35–46.
- 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., 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., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348-364.
- Haddix, M. (2010). No longer on the margins: Researching the hybrid literate identities of Black and Latina preservice teachers. Research in the Teaching of English, 97-123.
- 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.
- Harmon, J., Hedrick, W., Martinez, M., Perez, B., Keehn, S., Fine, J. C., Eldridge, D., Flint, A. S., Littleton, D. M., Bryant-Shanklin, M., Loven, R., Assaf, L., & Sailors, M. (2001). Features of excellence of reading teacher preparation programs. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 262-274), Chicago, Ill: National Reading Conference.
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Haverback, H.R., & Parault, S.J. (2011). High efficacy and the preservice reading teacher: A comparative study. Teaching and Teacher Education, 27(4), 703–711. http://dx.doi.org/10.1016/j.tate.2010.12.001
- 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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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.
- 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.
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Helfrich, S. R., & Bean, R. M. (2011). What matters: Preparing teachers of reading. Reading Horizons 50 (4), 241–62.
- Heller, M., Wood, N. J., & Shawgo, M. (2007). Teaching and learning language arts: From campus to classroom and back again, The Journal of Educational Research, 100(4), 226-234.
- Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
- 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.
- Hudson, P. & Millwater, J. (2008). Mentors' views about developing effective English teaching practices. Australian Journal of Teacher Education 33(5), 1-13. http://dx.doi.org/10.14221/ajte.2008v33n5.1
- 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.
- 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
- Ihmeideh, F. & Coughlin, C. (2015). The influence of student teachers on the perspectives of early childhood cooperating teachers regarding early reading instruction. Asia-Pacific Journal of Teacher Education, 43, 243-261. http://dx.doi.org/10.1080/1359866X.2014.934198.
- Sydnor, J. (2017). “I didn’t realize how hard it would be!”: Tensions and transformations in becoming a teacher. Action in Teacher Education, 39(2), 218-236.
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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.
- 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.
- 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.
- 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.
- Kindle, K. J., & Schmidt, C. M. (2011). Outside In and Inside Out: Using a Case Study Assignment in a Reading Methods Course.Teacher Education Quarterly, 38(3), 133-149.
- 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.
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Lake, V. E., Otaiba, S. A., & Guidry, L. (2010). Developing social skills training and literacy instruction pedagogy through service learning: An integrated model of teacher preparation. Journal of Early Childhood Teacher Education, 31(4), 373-390.
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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.
- Legard Larson, M., & Kalmbach Phillips, D. (2005). Becoming a teacher of literacy: The struggle between authoritative discourses. Teaching Education, 16(4), 311-323.
- Lazar, A. M. (2018). Preservice teachers’ varied experiences in urban literacy practica: A challenge for teacher educators. Teaching and Teacher Education, 71, 262-270.
- 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
- Leader-Janssen, E. M., & Rankin-Erickson, J. L. (2013). Preservice teachers' content knowledge and self-efficacy for teaching reading. Literacy Research and Instruction, 52(3), 204-229.
- Leko, M. M., & Brownell, M. T. (2011). Special education teachers' appropriation of pedagogical tools for teaching reading. Exceptional Children, 77(2), 229-251.
- Lipp, J., & Helfrich, S. R. (2016). Pre-Service Teachers' Growth In Understandings of Best Practice Literacy Instruction Through Paired Course and Field Experience. Reading Horizons, 55 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol55/iss2/4
- Lipsky, M., Schumm, J. S., Doorn, K., & Adelman, A. (2014). Preparing Preservice Teachers for Data-based Decision Making in Working with Struggling Readers: A Collaborative Effort. Journal Of Reading Education, 40(1), 36-42.
- Lohfink, G. (2014). The impact of a school-university multicultural read-aloud project on pre-service teachers’ pedagogical understandings. School-University Partnerships, 7(2), 34-47.
- Luttenegger, K. (2012). Explicit Strategy Instruction and Metacognition in Reading Instruction in Preservice Teachers’ Elementary School Classrooms. Journal of Reading Education, 37 (3), 13-20.
- Lysaker, J., McCormick, K., & Brunette, C. (2004). Hope, happiness, and reciprocity: A thematic analysis of preservice teachers' relationships with their reading buddies. Reading Research and Instruction, 44(2), 21-45. http://dx.doi.org/10.1080/19388070409558425
- 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.
- 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.
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Many, J. E., Dewberry, D., Taylor, D. L., & Coady, K. (2009). Profiles of Three Preservice ESOL Teachers' Development of Instructional Scaffolding. Reading Psychology, 30(2), 148-174.
- 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.
- Massey, D. (2003). Preservice teachers as tutors: Influences on tutoring on whole-class literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 52nd yearbook of the National Reading Conference (pp. 259-271). Oak Creek, WI: National Reading Conference.
- Massey, D. D., & Lewis, J. (2011). Learning from the “little guys”: What do middle and high school preservice teachers learn from tutoring elementary students?. Literacy Research and Instruction, 50(2), 120-132.
- McElhone, D. m., Hebard, H., Scott, R., & Juel, C. (2009). The Role of Vision in Trajectories of Literacy Practice Among New Teachers.Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 5(2), 147-158. doi:10.1080/17425960903306682
- Merino, B. J., & Holmes. (2006). Student teacher inquiry as an "entry point" for advocacy. Teacher Education Quarterly, 33(3), 79-96.
- 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
- Mitton-Kükner, J., & Murray Orr, A. (2018). A multi-year study of pre-service teachers’ literacy practices in the content areas: time epistemologies and indicators of stasis and growth. Pedagogies: An International Journal, 13(1), 19-35.
- 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
- Monroe, E. E., Gali, K., Swope, K., & Perreira, I. (2007). Preservice teachers' use of action research to implement alternatives to Round Robin Reading. Journal of Reading Education, 32(2), 13-17.
- Moore, R. A. (2000). Preservice teachers explore their conceptions of the writing process with young pen pals. Literacy Research and Instruction, 40(1), 17-33.
- Morgan, D., Timmons, B. & Shaheen, M. (2006). Tutoring: A personal and professional space for preservice teachers to learn about literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 55th yearbook of the National Reading Conference (pp. 212-223). Oak Creek, WI: National Reading Conference.
- 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.
- Mosley, M. (2010). 'That really hit me hard': Moving beyond passive anti-racism to engage with critical race literacy pedagogy. Race Ethnicity and Education, 13(4), 449-471.
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Mosley, M. (2010). Becoming a literacy teacher: Approximations in critical literacy teaching. Teaching Education, 21(4), 403–426. http://doi.org/10.1080/10476210.2010.514900
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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., Hoffman, J. V., Roach, A. K., & Russell, K. (2018). Practical knowledge and teacher reflection from a practice-based literacy teacher education program in the first years: A longitudinal study. Teacher Education Quarterly, Winter, 87-111.
- 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
- Ness, M. K. (2015) Building Preservice Teachers' Ability toThink Aloud in Literacy Methods Courses, The Teacher Educator, 50:4, 257-271, DOI:10.1080/08878730.2015.1072260.
- 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.
- Oboler, E. S., & Gupta, A. (2010). Emerging theoretical models of reading through authentic assessments among preservice teachers: Two case studies. Reading Matrix: An International Online Journal, 10(1).
- Payne, K. A., Hoffman, J. V., & DeJulio, S. (2017). Doing democracy through simulation, deliberation, and inquiry with elementary students. Social Studies Research and Practice, 12(1), 56-69.
- Quiocho, A.M.L. & Ulanoff, S.H. (2004). Developing inquiry questions: encouraging reflective practice in a language and literacy methods Course. Action in Teacher Education, 25 (4), 1-8. http://dx.doi.org/10.1080/01626620.2004.10648290
- Richards, J. C. . (2018). Applying Social Cognitive Theory to Position Literacy Teacher Candidates as Self-Described Learners and Teachers: Formatted in PechaKucha “Manuscript Style.” Literacy Practice & Research, 44(1), 26–31. Retrieved from http://search.ebscohost.com.ezproxy.lib.utexas.edu/login.aspx?direct=true&db=eue&AN=134589278&site=ehost-live
- 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.
- Richards, J. & Brumfield, D. (2003). Three steps forward, one step back: Two preservice teachers learn to teach in consecutive, field‐based literacy courses. Reading Research and Instruction, 42(2), 63-84. http://dx.doi.org/10.1080/19388070309558386
- Richards, J. C. (2005). Integrating sign systems in two field-based literacy methods classes: Preservice teachers' problems and perplexities. Journal of Reading Education, 31(1), 5-12.
- Rochester, S. E. ., HyeJin Hwang, Wise, C. N. ., & Duke, N. K. . (2018). Lessons Learned: Applying the Flipped Classroom Approach to a Preservice Teacher Literacy Methods Course. Literacy Practice & Research, 43(3), 16–23. Retrieved from http://search.ebscohost.com.ezproxy.lib.utexas.edu/login.aspx?direct=true&db=eue&AN=134589273&site=ehost-live
- Roehrig, A. D., Guidry, L. O., Bodur, Y., Guan, Q., Guo, Y., & Pop, M. (2008). Guided field observations: Variables related to preservice teachers' knowledge about effective primary reading instruction. Literacy Research and Instruction, 47(2), 76-98.
- 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.
- Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences?. Journal of Teacher Education, 59(4), 347-360.
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