6GLP Category: Graduates literacy practices in classrooms
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
- 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.
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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
- 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. (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.
- 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.
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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.
- 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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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.
- Clark, S. (2016). An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading. Asia-Pacific Journal of Teacher Education, 44(2), 125-141.
- Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105.
- Colwell, J., Hutchinson. A., & Reinking, D. (2012). Using blogs to promote literary response during professional development. Language Arts, 89(4), 232-243.
- Colwell, J. (2016). Examining preservice teachers’ beliefs about disciplinary literacy in history through a blog project. Action in Teacher Education, 38(1), 34-48.
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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.
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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
- Flint, A.S., Maloch, B., & Leland, C. (2010). Three years in the making: A cross-case analysis of three beginning teachers' beliefs and practices. Journal of Reading Education, 35 (2), 14-21.
- 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.
- 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
- Gardner, P. (2014). Becoming a teacher of writing: Primary student teachers reviewing their relationship with writing. English in Education, 48(2), 128-148.
- Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21(2), 145-170.
- 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.
- 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
- 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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Helfrich, S. R., & Bean, R. M. (2011). What matters: Preparing teachers of reading. Reading Horizons 50 (4), 241–62.
- 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.
- Howard, C., & Guidry, A. (2017). Preparing Preservice Teachers to Make the Literacy/History Connection. Literacy Research and Instruction, 56(3), 217-230.
- 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.
- 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
- 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
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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.
- Keehn, S., Harmon, J., Hedrick, W., Martinez, M. & Perez, B. (2001). A study of the impact of a reading specialization program on first-year teachers. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 323-332), Chicago, Ill: National Reading Conference.
- Kosnik, C. c., & Beck, C. (2008). We Taught Them about Literacy but What Did They Learn? The impact of a preservice teacher education program on the practices of beginning teachers. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices,4(2), 115-128. doi:10.1080/17425960802433603
- 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.
- 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. (2004). “You teach!” beginning teachers’ challenges to teacher educators. Reading Research and Instruction, 43(4), 75-94. http://dx.doi.org/10.1080/19388070409558417
- 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
- Mayor, S. (2005). Preservice Teachers' Developing Perspectives On Assessment And Remediation Of Struggling Readers. Reading Improvement, 42(3), 164-178.
- 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
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McQuitty, V. (2012). Emerging possibilities: A complex account of learning to teach writing. Research in the Teaching of English, 46(4), 358–389.
- 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.
- 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.
- 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.
- Pak, M., Knotts, G., & Gudoski, P. (2016). Cross-age, cross-content modeling: Improving teacher credential candidate skill at adapting and modifying. National Teacher Education Journal, 9(1). 17-24.
- Rosenthal, J. L., Donnantuono, M., Lebron, M., & Flynn, C. (2017). Children's literacy growth, and candidates' and teachers' professional development resulting from a PDS-based initial certification literacy course. School-University Partnerships, 10(1), 57-65.
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Rush, L. S. (2009). Developing a story of theory and practice: multigenre writing in English teacher education. The Teacher Educator, 44(3), 204–216. http://doi.org/10.1080/08878730902960735
- Sabatini McLoughli, A. & Maslak, M.A. (2003) Prospectiveteachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth, The Teacher Educator, 38:4, 267-284, DOI: 10.1080/08878730309555323
- Sampson, M. B., Linek, W. M., Raine, I. L., & Szabo, S. (2013). The influence of prior knowledge, university coursework, and field experience on primary preservice teachers' use of reading comprehension strategies in a year-long, field-based teacher education program. Literacy Research and Instruction, 52, 281-311. doi: 10.1080/19388071.2013.808296
- Scales, R., Wolsey, T. D., Young, J., Smetana, L., Grisham, D. L., Lenski, S. Dobler, E., Yoder, K. K., Chambers, S. A. (2017). Mediating factors in literacy instruction: How novice elementary teachers navigate new teaching contexts. Reading Psychology, 38(6), 604-651.
- Simon, R. (2015). "I'm fighting my fight, and I'm not alone anymore": The influence of communities of inquiry. English Education, 48(1), 41-71.
- Smagorinsky, P., Wilson, A. A., & Moore, C. (2011). Teaching grammar and writing: A beginning teacher's dilemma. English Education, 43(3), 262-292.
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Smagorinsky, P., Gibson, N., Moore, C., Bickmore, S., & Cook, L. S. (2004). Praxis shock: Making the transition from a student-centered university program to the corporate climate of schools. English Education, 36(3), 214-245.
- Smagorinsky, P., Wright, L., Murphy-Augustine, S., O'Donnell-Allen, C., & Konopak, B. (2007). Student engagement in the teaching and learning of grammar: A case study of an early-career secondary school English teacher. Journal of Teacher Education, 58(1), 76-90. http://dx.doi.org/10.1177/0022487106295727
- Spalding, Elizabeth, and Angene H. Wilson. Bowling together: Spalding, E., & Wilson, A. H. (2006). Bowling together: Cultivating communities of practice in English and social studies teacher education. English Education, 38(2), 102-122.
- Staley, S., & Leonardi, B. (2016). Leaning In to Discomfort: Preparing Literacy Teachers for Gender and Sexual Diversity. Research in the Teaching of English, 51(2), 209.
- Stevens, L. (2002). Making the road by walking: The transition from content area literacy to adolescent literacy. Reading Research and Instruction, 41(3), 267-277. http://dx.doi.org/10.1080/19388070209558370
- Thwaite, A., & Rivalland, J. (2009). How can analysis of classroom talk help teachers reflect on their practices?. Australian Journal of Language and Literacy, The, 32(1), 38.
- Villaume, S. K. (2000). The necessity of uncertainty: A case study of language arts reform. Journal of Teacher Education, 51(1), 18-25.
- Mosley Wetzel, M., L. Roser, N., Hoffman, J. V., Antonio Martínez, R., & Price-Dennis, D. (2016). “I couldn’t have learned this any other way”: Learning to teach literacy across concurrent practicum experiences. Action in Teacher Education, 38(1), 70-85.
- Yadav, A. & Koehler, M. (2007). The role of epistemological beliefs in preservice teachers’ interpretation of video cases of early-grade literacy instruction. Journal of Technology and Teacher Education, 15(3), 335-361.
- Zuidema, L. A., & Fredricksen, J. E. (2016). Resources Preservice Teachers Use to Think about Student Writing. Research in the Teaching of English, 51(1), 12.