CITE-ITEL A dialogical synthesis of research into initial literacy teacher preparation
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New Educator

  • 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.
  • Burbank, M. D., Kauchak, D., & Bates, A. J. (2010). Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study. New Educator, 6(1), 56-73. 
  • 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.
  • 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.
  • Martin, S. D., Chase, M., Cahill, M. A., & Gregory, A. E. (2011). Minding the gate: Challenges of high-stakes assessment and literacy teacher education. New Educator, 7, 352-370. doi: 10.1080/1547688X.2011.619949
  • Smith, A. T., & Place, N. A. (2011). Fostering teaching and learning through an inquiry-based literacy methods course. The New Educator, 7(4), 305-324.

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The Literacy Research Association provided pilot funding for portions of this project.