CITE-ITEL A dialogical synthesis of research into initial literacy teacher preparation
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Teachers College Record

  • 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.
  • Juzwik, M., Sherry, M., Caughlan, S., Heintz, A., Borsheim-Black. (2012). Supporting dialogically organized instruction in an English teacher preparation program: A video-based, Web 2.0-mediated response and revision pedagogy. Teachers College Record, 114(3), 1-42.
  • Kucan, L., Palincsar, A. S., Busse, T., Heisey, N., Klingelhofer, R., Rimbey, M., & Schutz, K. (2011). Applying the Grossman et. al. theoretical framework: The case of reading. Teachers College Record, 113(12), 2897-2921.
  • McDonald, M., Brayko, K., & Bowman, M. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1-35.
  • Rosaen, C. (2003). Preparing teachers for diverse classrooms: Creating public and private spaces to explore culture through poetry writing. The Teachers College Record, 105(8), 1437-1485.

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