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Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies 表演思维:支持教师候选人塑造写作策略
IF 1.2
Literacy Research and Instruction Pub Date : 2020-10-04 DOI: 10.1080/19388071.2020.1822475
Chandra Alston, Katie A. Danielson
{"title":"Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies","authors":"Chandra Alston, Katie A. Danielson","doi":"10.1080/19388071.2020.1822475","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822475","url":null,"abstract":"ABSTRACT Instructor modeling of metacognitive processes has been shown to support student learning. Teacher educators have leveraged this research to support teacher candidates in framing, decomposing, and explaining disciplinary thinking and decision-making, particularly in reading development. However, little work has focused on supporting teacher candidates’ use of similar pedagogical moves when teaching writing. This project investigated teacher candidates modeling of writing before and after instruction aimed to support their ability to model. What we noticed was a trajectory of learning to frame, decompose, explain, and highlight writing content using visual and metacognitive representations to make the cognitive processes of writing more visible. However, we noted places for growth in teacher candidates’ knowledge of content and students, so that candidates might more aptly decompose and highlight their disciplinary thinking in ways that are appropriate for the teaching context.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117397","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
Examining the Language Interactions between a Teacher Educator and Preservice Teachers during Collaborative Planning for Literacy Instruction 考察教师教育者与职前教师在扫盲教学协同规划中的语言互动
IF 1.2
Literacy Research and Instruction Pub Date : 2020-09-27 DOI: 10.1080/19388071.2020.1805058
Andrea Gelfuso
{"title":"Examining the Language Interactions between a Teacher Educator and Preservice Teachers during Collaborative Planning for Literacy Instruction","authors":"Andrea Gelfuso","doi":"10.1080/19388071.2020.1805058","DOIUrl":"https://doi.org/10.1080/19388071.2020.1805058","url":null,"abstract":"ABSTRACT This paper reports findings from a formative design experiment during which the practical problem of how to support 31 preservice teachers as they approximated planning for ambitious literacy instruction was examined. Collaborative planning conversations between the PSTs and a teacher educator were analyzed. Discourse analysis revealed a macrostructure of anticipatory reflection that included (1) describing the literacy practices of the child (2) determining the learning goal for the child (3) planning for interaction with the child and (4) planning for lesson closure and transfer. Specific language interactions that supported anticipatory reflection are detailed and A Framework for Facilitating Collaborative Planning Conversations along with a Decision-Making Tool for Planning is offered.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1805058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49078071","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: 3
Supporting Novice K-2 Teachers’ Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools 支持初学K-2教师识字自我效能:农村学校早期识字教师诱导
IF 1.2
Literacy Research and Instruction Pub Date : 2020-09-17 DOI: 10.1080/19388071.2020.1822474
Janet K. Outlaw, J. Grifenhagen
{"title":"Supporting Novice K-2 Teachers’ Self-Efficacy for Literacy: Early Literacy Teacher Induction for Rural Schools","authors":"Janet K. Outlaw, J. Grifenhagen","doi":"10.1080/19388071.2020.1822474","DOIUrl":"https://doi.org/10.1080/19388071.2020.1822474","url":null,"abstract":"ABSTRACT This study explored the year-long development of 159 (N = 159) novice K-2 teachers’ self-efficacy for literacy instruction, within a literacy-specific induction initiative with sixteen high-need, predominantly rural school districts. Findings reveal novice teachers’ self-efficacy for literacy instruction grew significantly throughout the year. Teachers’ satisfaction with specific induction supports in the multi-pronged initiative held various relationships with literacy self-efficacy at the middle and end of the year. The presence of supplemental, school-based supports had no moderating impacts on literacy self-efficacy. Teachers’ licensure status held various moderating influences on literacy self-efficacy throughout the year. Implications for supporting novice teachers’ self-efficacy for literacy instruction are discussed. Results add to the limited research examining how novice teachers’ self-efficacy for literacy instruction develops over time in rural, high-need schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1822474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42331739","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: 2
Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools 针对性阅读干预教师资格认证:农村学校教师专业技能建设与维持的途径
IF 1.2
Literacy Research and Instruction Pub Date : 2020-08-21 DOI: 10.1080/19388071.2020.1777230
Heather H. Aiken, Cheryl Varghese, Sarah Pedonti, Mary E. Bratsch-Hines, Lynne Vernon-Feagans
{"title":"Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools","authors":"Heather H. Aiken, Cheryl Varghese, Sarah Pedonti, Mary E. Bratsch-Hines, Lynne Vernon-Feagans","doi":"10.1080/19388071.2020.1777230","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777230","url":null,"abstract":"ABSTRACT This case study examined an approach for sustaining the Targeted Reading Intervention (TRI) in rural schools. Researchers, teachers, and district-level partners collaboratively implemented the TRI Certification Process in order to sustain the TRI in one rural school district once researcher-based support ended. Primarily drawing from semi-structured interviews with TRI Facilitators, principals, and TRI coaches, findings indicated that student and teacher growth were important motivators. TRI coaches, the straightforward certification process, and leadership opportunities were supports that enabled teachers to complete the TRI Certification Process. Technology difficulties and student recruitment were challenging aspects of the TRI Certification Process. Our findings suggest that the TRI Certification Process may be a promising model for sustaining other interventions in schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777230","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44231269","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: 5
Preservice Teachers Taking a Critical Stance When Examining Children’s Literature 职前教师审视儿童文学的批判立场
IF 1.2
Literacy Research and Instruction Pub Date : 2020-08-15 DOI: 10.1080/19388071.2020.1777228
R. Linder, Francine C. Falk-Ross
{"title":"Preservice Teachers Taking a Critical Stance When Examining Children’s Literature","authors":"R. Linder, Francine C. Falk-Ross","doi":"10.1080/19388071.2020.1777228","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777228","url":null,"abstract":"ABSTRACT What does it mean to “read between the lines?” In today’s society, print and nonprint texts may contain explicit or implicit messages promoting specific ideologies or biases, and future teachers need to be able to teach their students to read between the lines. Two teacher educators conducted a qualitative study in their literacy methods courses to determine if using a critical literacy graphic organizer would enable the preservice teachers to read more critically, uncover the sociopolitical issues underlying some children’s literature, and realize the potential for classroom discussions around these issues. Results indicated that although the critical literacy graphic organizer guided the preservice teachers to gain new understandings about messages contained within children’s literature, they experienced struggles with some aspects of a critical literacy approach.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48664926","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: 5
Apprenticing Third Graders in Disciplinary Literacy in History 给三年级学生当历史学科素养的学徒
IF 1.2
Literacy Research and Instruction Pub Date : 2020-07-30 DOI: 10.1080/19388071.2020.1789249
R. Hughes
{"title":"Apprenticing Third Graders in Disciplinary Literacy in History","authors":"R. Hughes","doi":"10.1080/19388071.2020.1789249","DOIUrl":"https://doi.org/10.1080/19388071.2020.1789249","url":null,"abstract":"ABSTRACT In this study, I sought to understand the disciplinary nature of an expert third-grade teacher’s practice as she apprenticed students into ways of reading, analyzing, and employing historical evidence. Using a case study methodology, I draw on classroom observation data, teacher interviews, and classroom artifacts to identify instances where the teacher apprenticed the students into practices related to historical thinking concepts. I found the teacher engaged students in disciplinary literacy practices through discussing the constructed nature of historical accounts; allowing students to analyze primary sources using heuristics, tools, and instructional sequence; and engaging students in making claims from evidence over the course of the inquiry. This paper highlights the possibilities for disciplinary literacy instruction in elementary schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1789249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48976958","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: 6
Fostering Culturally Proactive Pedagogies: Designing Learning Events for Elementary Literacy Methods Courses 培养具有文化主动性的教育学：为基础识字方法课程设计学习事件
IF 1.2
Literacy Research and Instruction Pub Date : 2020-07-22 DOI: 10.1080/19388071.2020.1779879
Breanya Hogue, J. Myers, Courtney Shimek, Carin Appleget
{"title":"Fostering Culturally Proactive Pedagogies: Designing Learning Events for Elementary Literacy Methods Courses","authors":"Breanya Hogue, J. Myers, Courtney Shimek, Carin Appleget","doi":"10.1080/19388071.2020.1779879","DOIUrl":"https://doi.org/10.1080/19388071.2020.1779879","url":null,"abstract":"ABSTRACT This design-based study explored what happens when literacy educators from across the country intentionally create learning events that engage preservice teachers in exploring culturally proactive pedagogies (CPP). After each event, researchers met via video conference to discuss preservice teachers’ responses, which guided future pedagogical decisions. The findings, framed by Pose, Wobble, Flow, examine how preservice teachers posed, in stating their beliefs specific to CPP, wobbled in those beliefs throughout the semester, and in some instances found “flow” by persisting through the wobble to develop a more nuanced understanding of CPP. Implications for teacher education are discussed.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1779879","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44911646","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: 2
Co-navigating the Complexities of School Reform: The Establishment and On-going Maintenance of Relational Trust in School Reform Efforts 共同引导学校改革的复杂性:学校改革努力中关系信任的建立与持续维护
IF 1.2
Literacy Research and Instruction Pub Date : 2020-07-19 DOI: 10.1080/19388071.2020.1783403
S. Lightner, Sara Kersten Parrish, Robert Drewry, P. Scharer
{"title":"Co-navigating the Complexities of School Reform: The Establishment and On-going Maintenance of Relational Trust in School Reform Efforts","authors":"S. Lightner, Sara Kersten Parrish, Robert Drewry, P. Scharer","doi":"10.1080/19388071.2020.1783403","DOIUrl":"https://doi.org/10.1080/19388071.2020.1783403","url":null,"abstract":"ABSTRACT The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at two different schools who were able to implement literacy reform for several consecutive years. The relational trust established between the coach and principal enabled them to co-navigate issues that might have otherwise impeded literacy reform efforts in their school. Acting together, the principal and the coach were able to communicate a common vision for literacy reform, which resulted in increased implementation of the reform framework in their schools.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1783403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44632981","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: 1
Engaging Literacy Experiences in History Classrooms: A Multiple Case Study of Novice Teachers’ Beliefs and Practices 历史课堂中的识字体验——对新手教师信仰和实践的多案例研究
IF 1.2
Literacy Research and Instruction Pub Date : 2020-07-04 DOI: 10.1080/19388071.2020.1779878
C. Howard, Melissa Adams-Budde, Claire Lambert, J. Myers
{"title":"Engaging Literacy Experiences in History Classrooms: A Multiple Case Study of Novice Teachers’ Beliefs and Practices","authors":"C. Howard, Melissa Adams-Budde, Claire Lambert, J. Myers","doi":"10.1080/19388071.2020.1779878","DOIUrl":"https://doi.org/10.1080/19388071.2020.1779878","url":null,"abstract":"ABSTRACT Content-area standards foreground the importance of reading and writing across the disciplines. With this in mind, it is important to examine the beliefs and practices of teachers who successfully integrate literacy in content-area courses in order to provide models for others. This paper examines beliefs and practices of two novice secondary history teachers as they worked to incorporate literacy instruction into their classrooms. Findings of this study revealed that participants believed literacy was vital to their discipline and enacted these beliefs by infusing course content with literacy through engaging students with writing, creative projects, and reading tasks.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1779878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45490271","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: 1
Print or iPad? Young Children’s Text Type Shared Reading Preference and Behaviors in Comparison to Parent Predictions and At-home Practices 打印版还是iPad?幼儿文本类型共享阅读偏好和行为与父母预测和家庭实践的比较
IF 1.2
Literacy Research and Instruction Pub Date : 2020-06-29 DOI: 10.1080/19388071.2020.1777229
Lauren Eutsler, Julia Trotter
{"title":"Print or iPad? Young Children’s Text Type Shared Reading Preference and Behaviors in Comparison to Parent Predictions and At-home Practices","authors":"Lauren Eutsler, Julia Trotter","doi":"10.1080/19388071.2020.1777229","DOIUrl":"https://doi.org/10.1080/19388071.2020.1777229","url":null,"abstract":"ABSTRACT Little research has examined young children’s reading preference by text type. We examined 37 children reading, evaluated their reading experience, and surveyed parents for at-home reading practices and parent predictions of their child’s text preference. Framed by social learning theory using a multiple-case study research design, data analysis includes descriptive statistics and multimodal discourse analysis. Though 65% of children chose the digital book, 27% of parent predictions accurately predicted text choice. Discourse and observation analyses show children engage differently between text types. Children’s attention, physical position to the reader, and discourse increased while reading digitally. No child requested to read additional print books whereas 50% who read digitally requested more books. Implications for parents, teachers, and teacher educators support today’s young children as readers.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2020.1777229","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47804872","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: 10
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