Action in Teacher Education
- Abbate-Vaughn, J. (2007). The graduate writing challenge: A perspective from an urban teacher education program. Action in Teacher Research, 29, (2), 51-60. http://dx.doi.org/10.1080/01626620.2007.10463448
- 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
- Bennett, L. H., Athanases, S. Z., & Wahleithner, J. M. (2016). “Like a ball and glove”: Teachers’ conceptions of the promise and challenges of conducting classroom inquiry. Action in Teacher Education, 38(1), 49-69.
- Brenner, D. (2003). Bridges to understanding: Reading and talking about children's literature in teacher education. Action in Teacher Education, 24 (4), 79-86. http://dx.doi.org/10.1080/01626620.2003.10463282.
- Colwell, J. (2016). Examining preservice teachers’ beliefs about disciplinary literacy in history through a blog project. Action in Teacher Education, 38(1), 34-48.
- 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
- Crawford-Garrett, K. (2016). Negotiating scripts, humanizing practice: Remaking methods instruction in an era of standardization. Action in Teacher Education, 38(3), 240-258.
- Grace, D. J., & Picard, A. (2001). An experimental approach to integrating mathematics and literacy methods courses in teacher education. Action in Teacher Education, 23(1), 27-36.
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Donovan, C. A., Rovegno, I., & Dolly, J. P. (2000). Teaching development and diversity in field-based methods courses. Action in Teacher Education, 22(3), 37–46.
- Gallavan, N., Bowles, F.A., Young, C.T. (2012). Learning to write and writing to learn: Insights from teacher candidates. Action in Teacher Education, 29 (2), 61-69. http://dx.doi.org/10.1080/01626620.2007.10463449
- Gelfuso, A., & Dennis, D. V. (2017). Reproducing figured worlds of literacy teaching and learning: Examining the “Language-In-Use” of an inservice and preservice teacher enacting the practice of literacy planning. Action in Teacher Education, 39(1), 67-84.
- Glenn, W. (2015). Understanding unfamiliar literary aesthetics: White preservice teachers examine race through story. Action in Teacher Education, 37 (1), 23-44. http://dx.doi.org/10.1080/01626620.2014.969852
- Grisham, D. L., Laguardia, A., & Brink, B. (2000). Partners in professionalism: Creating a quality field experience for preservice teachers. Action in Teacher Education, 21(4), 27-40.
- Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36(2), 117-140. http://dx.doi.org/10.1080/01626620.2014.898600
- Hill, K. D. (2012). We're actually comfortable with diversity: Affirming teacher candidates for culturally relevant reading pedagogy in urban practicum. Action in Teacher Education, 34(5/6), 420-432. http://dx.doi.org/10.1080/01626620.2012.729472
- Hochstetler, S. (2007). The preparation of preservice secondary English teachers in writing instruction: A case study of three California colleges' education programs. Action in Teacher Research, 29 (2), 70-79. http://dx.doi.org/10.1080/01626620.2007.10463450
- Hoffman, J. V. Wetzel, M. M. & DeJulio, S. (2018) Multiple literacy tutoring experiences across a teacher preparation program: How can practice in hybrid spaces challenge the “practice makes practice” dilemma?, Action in Teacher Education, 40(1), 58-76, DOI: 10.1080/01626620.2018.1424660.
- Hughes, J. E., Packard, B. W. L., & Pearson, P. D. (2000). The role of hypermedia cases on preservice teachers' views of reading instruction. Action in Teacher Education, 22(sup2), 24-38.
- Sydnor, J. (2017). “I didn’t realize how hard it would be!”: Tensions and transformations in becoming a teacher. Action in Teacher Education, 39(2), 218-236.
- Chandler-Olcott, K., & Fleming, S. (2017). Multiple perspectives on the state-mandated implementation of a high-stakes performance assessment for preservice English teacher candidates. Action in Teacher Education, 39(1), 22-38.
- 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
- 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
- Kim, Y., Turner, J.D. & Mason, P.A. (2015). Getting into the zone: Cases of student-centered multicultural literacy teacher education. Action in Teacher Education, 37:2, 102-119, DOI: 10.1080/01626620.2015.1013162
- 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
- Lenski, S.D. Reflections on being biliterate: Lessons from paraprofessionals, (2007). Action in Teacher Education, 28 (4), 104-113. http://dx.doi.org/10.1080/01626620.2007.10463433
- Macgillivray, L., & Freppon, P. (2000). Reflections over time: Preservice teachers' images of their first year of teaching. Action in Teacher Education, 22(2), 122-132.
- Mitchell, K., Homza, A., & Ngo, S. (2012). Reading aloud with bilingual learners: A fieldwork project and its impact on mainstream teacher candidates. Action in Teacher Education, 34(3), 276-294. http://dx.doi.org/10.1080/016266202012.694020
- Nelson, P. S. (2012). Activating the need to know in reading instruction: One teacher educator's practice. Action in Teacher Education, 34(2), 133-145. http://dx.doi.org/10.1080/01626620.2012.677737
- 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
- Quiocho, A.M.L. & Ulanoff, S.H. (2004). Developing inquiry questions: encouraging reflective practice in a language and literacy methods Course. Action in Teacher Education, 25 (4), 1-8. http://dx.doi.org/10.1080/01626620.2004.10648290
- Roskos, K., & Boehlen, S. (2001). Enhancing teachers' awareness of their instructional talk in the teaching of reading: Differential features of self-assessment. Action in Teacher Education, 22(4), 59-74.
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Shanahan E. M. & Dallacqua A. K. (2018) Moving beyond “Agreeable” Texts and “Boring” Tasks: Pairing Young Adult Literature and Critical Literacy in Teacher Education, Action in Teacher Education, (40)1, 38-57, DOI: 10.1080/01626620.2018.1424659
- Skerrett, A. (2010). Teaching critical literacy for social justice. Action in Teacher Education, 31(4), 54-65. http://dx.doi.org/10.1080/01626620.2010.10463535
- 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
- Szabo, S.M. & Mokhtari, K. (2004). Developing a reading teaching efficacy instrument for teacher candidates: A validation study. Action in Teacher Education, 26 (3), 59-72. http://dx.doi.org/10.1080/01626620.2004.10463333
- Turner, J.D. (2007). Beyond cultural awareness: Prospective teachers' visions of culturally responsive literacy teaching. Action in Teacher Education, 29 (3), 12-24. http://dx.doi.org/10.1080/01626620.2007.10463456
- 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.
- Wolsey, T. D., Young, J. R., Scales, R. Q., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Grisham, D. L., Ganske, K., Dobler, E., & Chambers, S. A. (2013). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education, 35(3), 204-222. http://dx.doi.org/10.1080/01626620.2013.806230
- Zimmerman, B. S., Morgan, D. N., & Kidder-Brown, M. K. (2014). The use of conceptual and pedagogical tools as mediators of preservice teachers’ perceptions of self as writers and future teachers of writing. Action in Teacher Education, 36(2), 141-156. http://dx.doi.org/10.1080/01626620.2014.898598