Journal of Literacy Research
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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
- Assaf, L. C. (2005). Exploring identities in a reading specialization program. Journal of Literacy Research, 37(2), 201-236. http://dx.doi.org/10.1207/s15548430jlr3702_4
- 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
- Broaddus, K. (2000). From peacemaker to advocate: A preservice teacher's case study of an emergent reader. Journal of Literacy Research, 32(4), 571-597.
- Dozier, C. L. & Rutten, I. (2005). Responsive teaching toward responsive teachers: Mediating transfer through intentionality, enactment, and articulation. Journal of Literacy Research, 37(4), 459-492. http://dx.doi.org/10.1207/s15548430jlr3704_3
- Fecho, B., Commeyras, M., Eurydice, Bauer, B., & Font, G. (2000). In rehearsal: Complicating authority in undergraduate critical-inquiry classrooms. Journal of literacy research, 32(4), 471-504.
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Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631–662. https://doi.org/10.1080/10862960009548098
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Hughes, J. E., Packard, B. W.-L., & Pearson, P. D. (2000). Preservice teachers’ perceptions of using hypermedia and video to examine the nature of literacy instruction. Journal of Literacy Research, 32(4), 599–629. https://doi.org/10.1080/10862960009548097
- Kaplan, D. S., Rupley, W. H., Sparks, J., & Holcomb, A. (2007). Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers. Journal of Literacy Research, 39(3), 357-387. http://dx.doi.org/10.1080/10862960701613136
- Lacina, J., & Block, C.C. (2011). What Matters Most in Distinguished Literacy Teacher Education Programs? Journal of Literacy Research, 43, 319-351
- Lazar, A. M. (2007). It's not just about teaching kids to read: Helping preservice teachers acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411-443. http://dx.doi.org/10.1080/10862960701675291
- Scherff, L. (2012). “This Project Has Personally Affected Me”: Developing a Critical Stance in Preservice English Teachers. Journal of Literacy Research (44); 200-236.
- Wolf, S. A., Ballentine, D., & Hill, L. A. (2000). “Only connect!”: Cross-cultural connections in the reading lives of preservice teachers and children. Journal of Literacy Research, 32(4), 533-569.
- Worthy, J., & Patterson, E. (2001). “I can't wait to see Carlos!”: Preservice teachers, situated learning, and personal relationships with students. Journal of Literacy Research, 33(2), 303-344.
- Xu, S. H. (2000). Preservice teachers in a literacy methods course consider issues of diversity. Journal of Literacy Research, 32(4), 505-531.