Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch008
Rene Lynn Sawatsky
Preservice teachers live in a unique world today with the blending of traditional instructional materials for literacy and a variety of high-tech learning technologies present in every 21st century classroom. In the current landscape, teachers are required to learn a variety of technology programs, to know their benefits, and to seamlessly implement them alongside the many pedagogies for maintaining a classroom. This includes teaching a variety of learning strategies and balancing blended online vs. in-person classrooms. This heavy responsibility is compounded by the problem facing many literacy educators today (i.e., how best to instruct within a technology platform and continue to motivate learners to read and to monitor their own use of literacy strategies for comprehension). This chapter outlines a study and subsequent findings of the impact of computer technology for reading strategies instruction with pre-adolescents and its impact for preservice teacher education programs.
{"title":"The Impact on Literacy Instruction Using a Technology Platform","authors":"Rene Lynn Sawatsky","doi":"10.4018/978-1-7998-8725-6.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch008","url":null,"abstract":"Preservice teachers live in a unique world today with the blending of traditional instructional materials for literacy and a variety of high-tech learning technologies present in every 21st century classroom. In the current landscape, teachers are required to learn a variety of technology programs, to know their benefits, and to seamlessly implement them alongside the many pedagogies for maintaining a classroom. This includes teaching a variety of learning strategies and balancing blended online vs. in-person classrooms. This heavy responsibility is compounded by the problem facing many literacy educators today (i.e., how best to instruct within a technology platform and continue to motivate learners to read and to monitor their own use of literacy strategies for comprehension). This chapter outlines a study and subsequent findings of the impact of computer technology for reading strategies instruction with pre-adolescents and its impact for preservice teacher education programs.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"1809 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":"129689854","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch009
M. Wells
High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.
{"title":"Rewriting Field-Based Literacy Practicum Experiences","authors":"M. Wells","doi":"10.4018/978-1-7998-8725-6.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch009","url":null,"abstract":"High-quality, field-based practicum experiences provide learning opportunities foundational to future teachers' pedagogy that coursework alone cannot replicate. However, access to these field-based placements for preservice teachers can be limited at times, such as during the COVID-19 pandemic. This chapter explores how one instructor of an intermediate literacy course, which carries a 20-hour field-based practicum requirement, rewrote a traditional field-based literacy experience to design a virtual practicum experience. Following a review of the literature, this chapter is divided into three key parts: (1) design elements of a virtual literacy practicum, (2) preservice teacher perceptions of a virtual literacy practicum, and (3) comparisons of preservice teachers' experiences in a traditional in-person literacy practicum to a virtual literacy practicum. Finally, suggestions for re-writing traditional field-based literary practicum experiences will be provided.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"45 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":"128929622","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch004
S. Austin
This chapter intends to provide a definition for the multi-faceted concept of creativity, describe components of the creative process, identify potential barriers to nurturing creativity, and present an explanation of creative pedagogy. The author believes that the pervasiveness of literacy in all subject matter provides an ideal mechanism for training preservice teachers in creative pedagogy. Throughout the chapter, the reader will find descriptions of activities that promote creativity through literacy instruction and examples of creative pedagogy in a preservice teacher education course.
{"title":"Creative Pedagogy for Literacy Instruction","authors":"S. Austin","doi":"10.4018/978-1-7998-8725-6.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch004","url":null,"abstract":"This chapter intends to provide a definition for the multi-faceted concept of creativity, describe components of the creative process, identify potential barriers to nurturing creativity, and present an explanation of creative pedagogy. The author believes that the pervasiveness of literacy in all subject matter provides an ideal mechanism for training preservice teachers in creative pedagogy. Throughout the chapter, the reader will find descriptions of activities that promote creativity through literacy instruction and examples of creative pedagogy in a preservice teacher education course.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"16 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":"131835166","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch013
M. Maxwell
Reading for pleasure, or aesthetic reading, brings about a colossal number of benefits. Only half of Americans can say they read even one book a year for pleasure. The rate of teachers who read for pleasure is approximately the same as the general public. The standards-based approach to education, which resulted in a surge of standards-based testing, has not resulted in a significant improvement in reading teaching or learning for students. In fact, the achievement gap and the plight of the struggling learner has not improved at all. The standards-based testing movement may be partially to blame for the reduction in reading enjoyment. Increasing a love of reading in students can make a significant impact on a student's academic career. The teachers now in the classroom do not have a love a reading to model or pass on to students. Teachers have the power to impact how students feel about reading. As higher education instructors it is time to take actions that will bring about more success for our students and their students.
{"title":"The Power of Love","authors":"M. Maxwell","doi":"10.4018/978-1-7998-8725-6.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch013","url":null,"abstract":"Reading for pleasure, or aesthetic reading, brings about a colossal number of benefits. Only half of Americans can say they read even one book a year for pleasure. The rate of teachers who read for pleasure is approximately the same as the general public. The standards-based approach to education, which resulted in a surge of standards-based testing, has not resulted in a significant improvement in reading teaching or learning for students. In fact, the achievement gap and the plight of the struggling learner has not improved at all. The standards-based testing movement may be partially to blame for the reduction in reading enjoyment. Increasing a love of reading in students can make a significant impact on a student's academic career. The teachers now in the classroom do not have a love a reading to model or pass on to students. Teachers have the power to impact how students feel about reading. As higher education instructors it is time to take actions that will bring about more success for our students and their students.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"29 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":"115515853","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch011
Barbara J. McClanahan, S. L. Morrison, Maribeth Nottingham
This chapter describes the efforts of an elementary education faculty to revamp the undergraduate elementary education program at their university to better align with state requirements for certification. The purpose of the chapter is to provide insight to other teacher educators who may feel a need to revise their programs. The authors begin by sharing the background of their institution and its role in preparing teachers for the region of the state in which it is located. They then identify the rationale for making the changes, describe the old program, and explain the procedures followed in planning and implementing the changes. They next share expected and unexpected problems they encountered in the implementation of the program and discuss some solutions found and some still being considered. They close with a discussion of actions to take to maintain the relevance of the program.
{"title":"Growing Forward","authors":"Barbara J. McClanahan, S. L. Morrison, Maribeth Nottingham","doi":"10.4018/978-1-7998-8725-6.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch011","url":null,"abstract":"This chapter describes the efforts of an elementary education faculty to revamp the undergraduate elementary education program at their university to better align with state requirements for certification. The purpose of the chapter is to provide insight to other teacher educators who may feel a need to revise their programs. The authors begin by sharing the background of their institution and its role in preparing teachers for the region of the state in which it is located. They then identify the rationale for making the changes, describe the old program, and explain the procedures followed in planning and implementing the changes. They next share expected and unexpected problems they encountered in the implementation of the program and discuss some solutions found and some still being considered. They close with a discussion of actions to take to maintain the relevance of the program.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"89 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":"121670247","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch016
Brian T. Beck-Smith
In this chapter, the author presents the negotiation between students and teachers to combat disengagement in a virtual classroom. To address this concern, the chapter presents a model that increases authentic engagement in a mathematics classroom for a group of sophomores, juniors, and seniors using an academic dialogue strategy that prepares students to think critically about what they are learning in the classroom and how these abstract learnings connect to real-world experiences. The dialogues that occur between the author and the students provide an approach that is widely used in literacy settings but may not always happen in content area instruction.
{"title":"What Preservice Teachers Can Learn From a Content Area Expert","authors":"Brian T. Beck-Smith","doi":"10.4018/978-1-7998-8725-6.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch016","url":null,"abstract":"In this chapter, the author presents the negotiation between students and teachers to combat disengagement in a virtual classroom. To address this concern, the chapter presents a model that increases authentic engagement in a mathematics classroom for a group of sophomores, juniors, and seniors using an academic dialogue strategy that prepares students to think critically about what they are learning in the classroom and how these abstract learnings connect to real-world experiences. The dialogues that occur between the author and the students provide an approach that is widely used in literacy settings but may not always happen in content area instruction.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"29 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":"125020212","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch006
Darci L. Gueta, Alexandra Babino
This chapter presents a preliminary introduction into the topic of Latinx immigration in texts. To begin, the authors discuss the demographic divide between majoritarian teachers and multiply minoritized students in the U.S. literacy classroom. Then, the authors briefly share their experiences regarding their work in light of major trends relating to literacy teaching before outlining the key tenets of culturally relevant and culturally sustaining pedagogies. The majority of the chapter will focus on detailing how teachers can support Latinx students around the topic of immigration by providing examples of culturally relevant and sustaining practices with an abbreviated lesson plan of how to facilitate discourse addressing the topic of immigration using a text featuring Latinx characters.
{"title":"Teaching Across the Demographic Divide With Latinx Texts on Immigration","authors":"Darci L. Gueta, Alexandra Babino","doi":"10.4018/978-1-7998-8725-6.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch006","url":null,"abstract":"This chapter presents a preliminary introduction into the topic of Latinx immigration in texts. To begin, the authors discuss the demographic divide between majoritarian teachers and multiply minoritized students in the U.S. literacy classroom. Then, the authors briefly share their experiences regarding their work in light of major trends relating to literacy teaching before outlining the key tenets of culturally relevant and culturally sustaining pedagogies. The majority of the chapter will focus on detailing how teachers can support Latinx students around the topic of immigration by providing examples of culturally relevant and sustaining practices with an abbreviated lesson plan of how to facilitate discourse addressing the topic of immigration using a text featuring Latinx characters.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"91 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":"125525745","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch002
Alexandra Babino
This chapter contributes to the conversation on reconceptualizing literacy teacher education through exploring the fallout of neoliberal sensibilities on U.S. schools. It continues to describe the new mainstream to be primarily racialized bi/multilingual students that defy the mono-mainstream assumption. The chapter then defines the mono-mainstream assumption that surreptitiously pervades educational systems with its deleterious effects on students. To combat this, the author explores how literacy teachers can enact a language architecture framework as an extension of a raciolinguistic perspective with practical classroom examples, including the terms used to describe students, their languages and literacies, how to negotiate hegemonic systems of accountability, specific pedagogical practices, and continued teacher reflexivity.
{"title":"Enacting a Raciolinguistic Perspective for the “New Mainstream” in Literacy Classrooms","authors":"Alexandra Babino","doi":"10.4018/978-1-7998-8725-6.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch002","url":null,"abstract":"This chapter contributes to the conversation on reconceptualizing literacy teacher education through exploring the fallout of neoliberal sensibilities on U.S. schools. It continues to describe the new mainstream to be primarily racialized bi/multilingual students that defy the mono-mainstream assumption. The chapter then defines the mono-mainstream assumption that surreptitiously pervades educational systems with its deleterious effects on students. To combat this, the author explores how literacy teachers can enact a language architecture framework as an extension of a raciolinguistic perspective with practical classroom examples, including the terms used to describe students, their languages and literacies, how to negotiate hegemonic systems of accountability, specific pedagogical practices, and continued teacher reflexivity.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"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":"115470689","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch007
Kathryn V. Dixon, April Sanders, L. Isbell
The onset of the COVID-19 pandemic forced a sudden shift to virtual teaching and learning for teachers and students at all levels across the country. Surveys of K-12 teachers resulted in a compilation of technology tools utilized for reading instruction during virtual learning. Content analyses sought to connect technology tools to various components of the lesson cycle, and longer-term research to examine quality tools and pedagogical approaches to teaching reading in virtual settings is discussed. Implications for educator preparation programs and future curricular directions are examined.
{"title":"The Utilization of Technology Tools and Preparation of Preservice Teachers for Literacy Instruction in the Age of Virtual Learning","authors":"Kathryn V. Dixon, April Sanders, L. Isbell","doi":"10.4018/978-1-7998-8725-6.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch007","url":null,"abstract":"The onset of the COVID-19 pandemic forced a sudden shift to virtual teaching and learning for teachers and students at all levels across the country. Surveys of K-12 teachers resulted in a compilation of technology tools utilized for reading instruction during virtual learning. Content analyses sought to connect technology tools to various components of the lesson cycle, and longer-term research to examine quality tools and pedagogical approaches to teaching reading in virtual settings is discussed. Implications for educator preparation programs and future curricular directions are examined.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"18 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":"132218777","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8725-6.ch012
Tracey S. Hodges, Sharon M. Pratt, Leslie La Croix, S. Dismuke, Carol A. Donovan, Katherine Landau Wright, Susan D. Martin
To shed some light on how writing methods are currently taught in a variety of programs across the United States and continue examining high-quality writing educators, the present chapter presents five distinct models for teacher preparation. These models are the result of meeting state-level standards; national standards through the International Literacy Association (ILA); and core competencies from research, theory, and practice. The course models represent the Pacific Northwest, Midwest, Southeast, and Northeast, showing diversity across the United States. Specifically in the present chapter, the researchers (1) present effective models of writing instruction; (2) provide examples of integrated approaches to research, theory, and practice for writing instruction; and (3) examine limitations and opportunities within each model. The goal of the present chapter is to outline these models in the hopes that other programs can modify and replicate the models that best fit their unique demographics, needs, and literacy standards.
{"title":"Models of Effective Writing Methods in Teacher Preparation","authors":"Tracey S. Hodges, Sharon M. Pratt, Leslie La Croix, S. Dismuke, Carol A. Donovan, Katherine Landau Wright, Susan D. Martin","doi":"10.4018/978-1-7998-8725-6.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-8725-6.ch012","url":null,"abstract":"To shed some light on how writing methods are currently taught in a variety of programs across the United States and continue examining high-quality writing educators, the present chapter presents five distinct models for teacher preparation. These models are the result of meeting state-level standards; national standards through the International Literacy Association (ILA); and core competencies from research, theory, and practice. The course models represent the Pacific Northwest, Midwest, Southeast, and Northeast, showing diversity across the United States. Specifically in the present chapter, the researchers (1) present effective models of writing instruction; (2) provide examples of integrated approaches to research, theory, and practice for writing instruction; and (3) examine limitations and opportunities within each model. The goal of the present chapter is to outline these models in the hopes that other programs can modify and replicate the models that best fit their unique demographics, needs, and literacy standards.","PeriodicalId":137280,"journal":{"name":"Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education","volume":"26 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":"124452268","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}
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