5CDP Category: Certification/degree plan
Articles
- 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
- Hoffman, J.V., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretvas, S. N., & National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction (2005). Teachers’ preparation to teach reading and their experiences and practices in the first three years of teaching, Elementary School Journal, 105(3), 267-287.
- 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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Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83–93.
- 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
- O'Sullivan, S. & Jiang, Y. H. (2002). Determining the Efficacy of the California Reading Instruction Competence Assessment (RICA). Teacher Education Quarterly, 2, 61-72.
- Yazan, B. (2017). “It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework. Linguistics and Education, 40, 38-49. https://doi.org/10.1016/j.linged.2017.06.002