7CDL Topic: Content area literacy
Articles
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Alger, C. (2009). Content Area Reading Strategy Knowledge Transfer From Preservice to First-Year Teaching. Journal of Adolescent & Adult Literacy, 53(1), 60–69.
- Alvermann, D. E., Rezak, A. T., Mallozzi, C. A., Boatright, M. D., & Jackson, D. F. (2011). Reflective practice in an online literacy course: Lessons learned from attempts to fuse reading and science instruction. Teachers College Record, 113(1), 27-56.
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
- Barry, A. L. (2013). Content integration through the eyes of novice and experienced teachers. Teacher Education Quarterly, 40(3), 93-106.
- Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
- Colwell, J., & Hutchison, A. C. (2018). Considering a Twitter-Based Professional Learning Network in Literacy Education. Literacy Research and Instruction, 57(1), 5-25.
- Colwell, J. (2016). Examining preservice teachers’ beliefs about disciplinary literacy in history through a blog project. Action in Teacher Education, 38(1), 34-48.
- Colwell, J., & Enderson, M. C. (2016). “When I hear literacy”: Using pre-service teachers' perceptions of mathematical literacy to inform program changes in teacher education. Teaching and Teacher Education, 53, 63-74.
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Daisey, P. (2010). The origin and development of ownership in a school writing assignment: Secondary preservice teachers author a “how-to” book. In S. Szabo, M. M. Foote, M. B. Sampson, & F. Falk-Rose (Eds.), The Thirty-First Yearbook: A Doubled Peer Reviewed Publication of The College Reading Association (pp. 275–292). Commerce, TX: College Reading Association.
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Daisey, P. (2008). Using drawings by secondary preservice teachers to study their writing process and apprehension. In M. M. Foote, S. Szabo, F. Falk-Rose, & M. B. Sampson (Eds.), The Twenty-Ninth Yearbook A Peer Reviewed Publication of The College Reading Association (Vol. 29, pp. 201–218). Commerce, TX: College Reading Association.
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Daisey, P. (2009). The reading experiences and beliefs of secondary pre-service teachers. Reading Horizons 49 (2), 167–90.
- Dunne, M. (2014). Addressing the Cinderella Area: using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening.English In Education, 48(1), 93-107. doi:10.1111/eie.12033
- 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.
- 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.
- 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.
- Fritz, A. E., Conner, D., & Stevenson, C. (2009). Training new content area secondary teachers to teach literacy: The university/public school partnership. Reading Improvement , 46(1), 19-28.
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Gritter, K. (2010). Insert student here: Why content area constructions of literacy matter for pre-service teachers. Reading Horizons 50 (3), 147–68.
- 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.
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Hinchion, C. (2017). Student English teachers: Participatory learning and developing identities-in-practice. English Teaching: Practice & Critique, 16(2), 238–251. https://doi.org/10.1108/ETPC-10-2016-0123
- Hongman, K. & Szabo, S. (2014). Investigating attitudes of secondary preservice teachers regarding teaching content area literacy strategies (CALS) and their attitude differences by academic majors. Exploring the world of literacy: The Association of Literacy Educators & Researchers (ALER) yearbook, 36, 149-157.
- 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.
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Hsieh, B. (2017). Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom. English Teaching: Practice & Critique, 16(3), 290–302. https://doi.org/10.1108/ETPC-05-2017-0086
- 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.
- 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.
- Kelly-Jackson, C. & Delacruz, S. (2014). Using visual literacy to teach science academic language: Experiences from three preservice teachers. Action in Teacher Education, 36(3), 192-210. http://dx.doi.org/10.1080/01626620.2014.917364
- L'Allier, S. K., & Elish-Piper, L. (2007). “Walking the walk” with teacher education candidates: Strategies for promoting active engagement with assigned readings. Journal of Adolescent and Adult Literacy, 50(5), 338-353.
- Lassonde, C., Stearns, K., & Dengler, K. (2005). What are you reading in book groups? Developing reading lives in teacher candidates. Action in Teacher Education, 27 (2), 43. http://dx.doi.org/53. 10.1080/01626620.2005.1046338
- Mahalingappa, L., Hughes, E. M., & Polat, N. (2017). Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education, 1-20. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
- 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.
- Marsh, J. P., Lammers, J. C., & Alvermann, D. E. (2012). Quality assurance in online content literacy methods courses. Literacy Research and Instruction,51(3), 233-253.
- Masuda, A. M. (2014). Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy. Literacy Research and Instruction,53(4), 326-346.
- 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
- 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.
- Paratore, J. R., O’Brien, L. M., Jiménez, L., Salinas, A., & Ly, C. (2016). Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading. Teaching and Teacher Education, 59, 247-260.
- Park, J. Y. (2013). All the ways of reading literature: Preservice English Teachers' perspectives on disciplinary literacy. English Education, 45(4), 361.
- Patrick, K. F., Macqueen, S., & Reynolds, R. (2014). Pre-service teacher perspectives on the importance of global education: World and classroom views. Teachers and Teaching: Theory and Practice, 20(4), 470-482.
- Pytash, K. E. (2012). Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing. Journal of Adolescent & Adult Literacy, 55(6), 527–538.
- 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., Terpstra, M., Cooper, M., Niu, R., & Fu, J. (2010). Constructing videocases to help novices learn to facilitate discussions in science and English: How does subject matter matter? Teachers and Teaching: Theory and Practice, 16(4), 507-524.
- Ruiz, A. M., & Many, J. E. (2009). Are they ready to teach students how to do research? An examination of secondary teacher education programs. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 58th Yearbook of the National Reading Conference (p. 144). Oak Creek, WI: National Reading Conference.
- Rush, L. S., & Fecho, B. (2008). When figured worlds collide: Improvisation in an inquiry classroom. Teaching Education, 19(2), 123-136.
- Scales, R. Q., Ganske, K., Grisham, D. L., Yoder, K. K., Lenski, S., Wolsey, T. D., ... & Smetana, L. (2014). Exploring the Impact of Literacy Teacher Education Programs on Student Teachers' Instructional Practices. Journal of Reading Education, 39(3), 3-13.
- Shaw, D.M., Barry, A., & Mahlios, M. (2008). Preservice teachers' metaphors of teaching in relation to literacy beliefs. Teachers and Teaching: Theory and Practice, 14(1), 35-50.
- 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
- 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.
- 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
- Stolle, E. P. & Frambaugh-Kritzer, C. (2014). Putting professionalism back into teaching: Secondary preservice and in-service teachers engaging in interdisciplinary unit planning. Action in Teacher Education, 36(1), 61-75. http://dx.doi.org/10.1080/01626620.2013.850123
- Sulentic-Dowell,M.M., Beal, G.D., & Capraro, R.M. (2006). How do literacy experiences affect the teaching propensities of elementary pre-servicereachers?, Reading Psychology, 27:2-3, 235-255, DOI: 10.1080/02702710600642509
- Vaughn, M., Allen, S., Kologi, S., & McGowan, S. (2015). Revisiting Literature Circles as Open Spaces for Critical Discussions. Journal Of Reading Education, 40(2), 27-32.
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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
- West, J. A., & Saine, P. (2017). The mentored multigenre project: Fostering authentic writing interactions between high school writers and teacher candidates. Journal of Adolescent & Adult Literacy, 60(6), 629-641.
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White, P., & Cranitch, M. (2010). The impact on final year pre-service secondary teachers of a unit in teaching literacy and numeracy across the curriculum. Australian Journal of Teacher Education, 35(7). http://dx.doi.org/10.14221/ajte.2010v35n7.5
- Whitin, P. (2006). Forging pedagogical paths to multiple ways of knowing. English Education, 38(2), 123-145.
- Wold, L. & Elish-Piper, L. 2008. Building a sense of wonder in secondary content literacy instruction. The Journal of Reading Education, 34(1), 16-24.