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Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education最新文献

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Using Action Research to Transform a Traditional Reading Practicum 运用行动研究改造传统阅读实践
Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8725-6.ch003
Michelle J. Kelley, Taylar Wenzel, Karri Williams, Marni Kay
{"title":"Using Action Research to Transform a Traditional Reading Practicum","authors":"Michelle J. Kelley, Taylar Wenzel, Karri Williams, Marni Kay","doi":"10.4018/978-1-7998-8725-6.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch003","url":null,"abstract":"This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122995051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Staying Connected-Rooting Literacy Courses in Current Topics and Relevant Teaching Practices 保持联系——当前主题下的识字课程与相关教学实践
Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8725-6.ch005
Kamshia Childs, Melanie Loewenstein
{"title":"Staying Connected-Rooting Literacy Courses in Current Topics and Relevant Teaching Practices","authors":"Kamshia Childs, Melanie Loewenstein","doi":"10.4018/978-1-7998-8725-6.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch005","url":null,"abstract":"There is often a disconnect between what students learn in a university setting and what they will experience as in-service teachers. Literacy is commonly seen as the heart of all knowledge and is usually the core of educator preparation programs. This chapter describes several strategies and tools which education preparation programs can use to keep their literacy course content connected to current issues and instructional trends. The contents of this chapter will be rooted in relevance and engagement as well as provide ways to enhance instruction and prepare preservice educators for the future of literacy instruction.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116848332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Critical Reading, Critical Literacy, and Critical Classrooms 批判性阅读、批判性读写能力和批判性课堂
Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8725-6.ch001
M. Wells, Jennifer D. Morrison, Julia López‐Robertson
{"title":"Critical Reading, Critical Literacy, and Critical Classrooms","authors":"M. Wells, Jennifer D. Morrison, Julia López‐Robertson","doi":"10.4018/978-1-7998-8725-6.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch001","url":null,"abstract":"Critical reading and critical literacy are skills that preservice teachers need to cultivate not only in their future students, but also in their own literacy practices. Picturebooks have the unique power to facilitate critical reading and critical literacy with preservice teachers. This chapter analyzes critical reading, critical literacy, and the power of picturebooks and then presents three approaches for using picturebooks to develop critical reading and critical literacy skills with preservice teachers: (1) field-based coursework with multicultural children's literature, (2) analyzing voices and perspectives in read-alouds, and (3) analyzing wordless picturebooks. Through intentional use of picturebooks in educator preparation programs, preservice teachers can gain the expertise necessary to use picturebooks to craft their own critical classrooms.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115547853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A University-Based Reading Clinic and the Pivot to Online Instruction 以大学为基础的阅读诊所与网络教学的支点
Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8725-6.ch010
Phyllis M. Robertson, Bethanie C. Pletcher
{"title":"A University-Based Reading Clinic and the Pivot to Online Instruction","authors":"Phyllis M. Robertson, Bethanie C. Pletcher","doi":"10.4018/978-1-7998-8725-6.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch010","url":null,"abstract":"This chapter describes the conversion of a face-to-face reading clinic held on a university campus to one implemented fully online. Two faculty members, in different disciplines, worked collaboratively with a local elementary school principal to transition the program to the new format. Teacher candidates from several certification areas worked together in pairs to tutor a shared tutee. The transition to virtual instruction involved rethinking ways to prepare candidates to conduct assessments, plan and implement engaging instruction, and monitor progress in a virtual environment. This chapter will provide a description of this model, along with the logistical and pedagogical decisions made and the lessons learned along the way.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"105 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132966856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa 用行动研究在南非重新定义科学素养教育中职前教师的准备
Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8725-6.ch017
A. Botha, L. Goosen
{"title":"Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa","authors":"A. Botha, L. Goosen","doi":"10.4018/978-1-7998-8725-6.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch017","url":null,"abstract":"This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126850816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond Knowledge 以外的知识
Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8725-6.ch014
R. Putman, Kathryn V. Dixon
{"title":"Beyond Knowledge","authors":"R. Putman, Kathryn V. Dixon","doi":"10.4018/978-1-7998-8725-6.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch014","url":null,"abstract":"Our nation is experiencing a “student achievement crisis” in literacy. Some of the blame for the current crisis in literacy education has been laid at the feet of teacher education programs and their professors. Many pundits of teacher education and literacy education suggest that the solution to increasing reading achievement is simple: Emphasize and teach science of reading (SOR) principles in teacher education programs. In theory, this approach is reasonable; however, the purpose of this chapter is to examine some of the challenges in making the complex content of the SOR accessible to preservice teachers. The authors will also offer possible solutions to help make the SOR more comprehensible so that preservice teachers can increase their transfer of technical and pedagogical knowledge to authentic classroom contexts.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129522501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
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