4FOS Category: Field Experiences: outside schools (community focused)
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
- Barry, A. L. (2013). Content integration through the eyes of novice and experienced teachers. Teacher Education Quarterly, 40(3), 93-106.
- Bennett, S.V. (2012). Effective facets of a field experience that contributed to either preservice teachers' developing understandings about culturally responsive teaching. Urban Education, 48(3), 380-419.
- 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
- 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.
- 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
- Groenke, S. (2010). Missed opportunities, misunderstandings, and misgivings: A case study analysis of three beginning English teachers’ attempts at authentic discussion with adolescents in a synchronous CMC environment. Journal of Technology and Teacher Education, 18(3), 387-414.
- Hallman, H. L. (2012). Community-based field experiences in teacher education: possibilities for a pedagogical third space. Teaching Education, 23(3), 241-263.
- 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
- 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.
- Hitchens, C. W. (2014). Preservice Teachers' Use of Learning Environment Resources During Literacy Tutoring. Journal Of Reading Education, 40(1), 24-28.
- 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
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Spybrook, J. & Walker, S. L. (2012). Creating inclusive, literacy-embedded play centers in a children's museum: Connecting theory to practice. Journal of Early Childhood Teacher Education, 33(4), 382-391.
- 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
- 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.
- 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.
- 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.
- Moore-Hart, M. (2002). Creating a pathway to multicultural education in urban communities: Real-life experiences for preservice teachers. Reading Horizons, 42(3), 139-173.
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Naidoo, L. (2012). How do pre-service teachers cope with a literacy intervention program in a remote indigenous community? The community action support program in the Northern Territory, Australia. Australian Journal of Teacher Education, 37(10). http://dx.doi.org/10.14221/ajte.2012v37n10.8
- Pendergast, M., May, L., Bingham, G., Kurumada, K.S. (2015). Acquiring responsive practices: Preservice teachers learn to conduct interactive read-alouds. Action in Teacher Education, 37 (1), 65-81. http://dx.doi.org/10.1080/01626620.2014.969851
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Rymes, B. (2002). Language in Development in the United States: Supervising Adult ESOL Preservice Teachers in an Immigrant Community. TESOL Quarterly, 36(3), 431. https://doi.org/10.2307/3588420
- Sailors, M., Keehn, S., Harmon, J., Hedrick, W., Fine, J., & Eldridge, D. (2004). Features of early field experience at sites of excellence in reading teacher education programs. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 53rd yearbook of the National Reading Conference (pp. 342-355). Oak Creek, WI: National Reading Conference.
- Styslinger, M. E., Walker, N., & Eberlin, E. L. (2014). Teaching in "Third Space": Understanding Pre-Service Teachers' Reading with Incarcerated Teens. Journal Of Reading Education, 39(2), 23-29.
- Van Valkenburgh, N., & Grierson, S. T. (2000). Mentoring in the Information Age: A Study of Telementor Functions Between Preservice Teachers and Middle School Students. Yearbook of the College Reading Association, 22, 271 - 284.
- Mosley Wetzel, M., Martinez, R., Zoch, M., Chamberlain, K, & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. In P. J. Dunston, S. K. Fullerton, C. C. Bates, K. Headley, & P. M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (formerly the National Reading Conference), (pp. 163-179). Oak Creek, WI: Literacy Research Association Conference.
- Wiseman, A.M. (2014). Documenting literacy in the community: Preservice teachers' engagement & learning with students outside of school. Multicultural Education. 21(5), 51-55.
- Wolf, S. A., Ballentine, D., & Hill, L. A. (2000). “Only connect!”: Cross-cultural connections in the reading lives of preservice teachers and children. Journal of Literacy Research, 32(4), 533-569.