Articles
- 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.
- Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205-218.
- 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
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Falter, M. M., & Kerkhoff, S. N. (2018). Slowly shifting out of neutral: Using young adult literature to discuss PSTs’ beliefs about racial injustice and police brutality. English Teaching: Practice & Critique, 17(3), 257–276. https://doi.org/10.1108/ETPC-05-2017-0057
- 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.
- 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.
- 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
- Lewis, M. A., & Petrone, R. (2010). “Although adolescence need not be violent…”: Preservice teachers’ connections between “adolescence” and literacy curriculum. Journal of Adolescent & Adult Literacy, 53(5), 398–407.
- Petrone, R., & Lewis, M. A. (2012). Deficits, therapists, and a desire to distance: Secondary English preservice teachers' reasoning about their future students. English Education, 44(3), 254-287.
- Schieble, M. (2011). 'A case for interruption in the virtual English classroom with the graphic novel American Born Chinese. Australian Journal of Language and Literacy, The, 34(2), 202.
- Sheridan‐Thomas, H. (2007). Making sense of multiple literacies: Exploring pre‐service content area teachers' understandings and applications. Reading Research and Instruction, 46(2), 121-150. http://dx.doi.org/10.1080/19388070709558464
- Skerrett, A., Warrington, A.S., Adonyi Pruitt, A. (2014). Tools and Processes for Building Racial Knowledge on Teacher Education Blogs. In P. J. Dunston & S. K. Fullerton (Eds.) 63rd Yearbook of the Literacy Research Association (pp. 191-202). Oak Creek, WI: Literacy Research Association.
- Skerrett, A. (2011). “Wide open to rap, tagging, and real life”: preparing teachers for multiliteracies pedagogy. Pedagogies: An International Journal 6(3), 185-199.
- 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.
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Warren-Kring, B. Z., & Rutledge, V. C. (2011). Adolescents’ comprehension and content area education students’ perceptions: Benefits from one-on-one tutoring. The Teacher Educator, 46(3), 244–261. http://doi.org/10.1080/08878730.2011.581334