Pub Date : 2023-11-01DOI: 10.14305/jn.19440413.2023.16.1.06
Katie Newhouse, Laurie Rabinowitz
Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares inclusive approaches for novice teachers to learn how to organize related service provision in ways that strengthen student identities as individuals with disabilities. By focusing on how our previous teaching and research experiences inform our pedagogical design in our teacher education courses, we seek to open the door for future research on how related services are constructed and enacted in public schools that are working towards more inclusive pedagogy and practice. In this article we share how both authors are rethinking teacher education curriculum as a potential site for helping beginning educators understand the array of service delivery models and to address ways to conceptualize how related services are offered to students in PreK-12 schools across all classroom settings.
{"title":"“Why Did Devon Just Leave the Classroom?”: Disability Studies in Education-Informed Related Service Provision","authors":"Katie Newhouse, Laurie Rabinowitz","doi":"10.14305/jn.19440413.2023.16.1.06","DOIUrl":"https://doi.org/10.14305/jn.19440413.2023.16.1.06","url":null,"abstract":"Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares inclusive approaches for novice teachers to learn how to organize related service provision in ways that strengthen student identities as individuals with disabilities. By focusing on how our previous teaching and research experiences inform our pedagogical design in our teacher education courses, we seek to open the door for future research on how related services are constructed and enacted in public schools that are working towards more inclusive pedagogy and practice. In this article we share how both authors are rethinking teacher education curriculum as a potential site for helping beginning educators understand the array of service delivery models and to address ways to conceptualize how related services are offered to students in PreK-12 schools across all classroom settings.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139303261","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 : 2022-07-05DOI: 10.14305/jn.19440413.2022.14.2.03
Melissa S. Martin, Alison Puliatte, Emily Blankenship Bostedor
The purpose of this paper is to describe the implementation of an undergraduate student research group with preservice teachers at a university in the Northeastern United States. Following the guidelines of Shanahan et al. (2015), university faculty provided intensive mentoring, scaffolded support, and instruction related to research evaluation and methodology. Undergraduate students completed literature reviews of a specific topic related to education and conducted their own research studies. This article describes a model of undergraduate research the authors developed for elementary and special education preservice teachers.
{"title":"Implementation of a Student Research Group with Undergraduate Preservice Teachers","authors":"Melissa S. Martin, Alison Puliatte, Emily Blankenship Bostedor","doi":"10.14305/jn.19440413.2022.14.2.03","DOIUrl":"https://doi.org/10.14305/jn.19440413.2022.14.2.03","url":null,"abstract":"The purpose of this paper is to describe the implementation of an undergraduate student research group with preservice teachers at a university in the Northeastern United States. Following the guidelines of Shanahan et al. (2015), university faculty provided intensive mentoring, scaffolded support, and instruction related to research evaluation and methodology. Undergraduate students completed literature reviews of a specific topic related to education and conducted their own research studies. This article describes a model of undergraduate research the authors developed for elementary and special education preservice teachers.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116267864","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 : 2022-07-05DOI: 10.14305/jn.19440413.2022.14.2.01
H. Miller, Gage Jeter
This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers and shifted their thinking about blogs as a genre. We argue the two teachers had a shift in conceptualizing what counted as scholarship as well as problematizing who counted as a scholar. In an era of increased attacks on teachers' intellectualism and autonomy, we believe publishing on national blogs is one way teachers can reclaim their professional knowledge in our current socio-political landscape. Our work has implications for the fields of teacher education, teacher leadership, and professional development.
{"title":"“We Can Position Ourselves as Experts”: Teachers Learning to Write and Publish on National Blogs","authors":"H. Miller, Gage Jeter","doi":"10.14305/jn.19440413.2022.14.2.01","DOIUrl":"https://doi.org/10.14305/jn.19440413.2022.14.2.01","url":null,"abstract":"This article focuses on a collective case study of two teachers attending a professional development workshop focused on writing for publication via educational blogs. Through a qualitative study, we sought to understand how attending the workshop and publishing on a national organization's blog shaped the two teachers' own identities as teachers and shifted their thinking about blogs as a genre. We argue the two teachers had a shift in conceptualizing what counted as scholarship as well as problematizing who counted as a scholar. In an era of increased attacks on teachers' intellectualism and autonomy, we believe publishing on national blogs is one way teachers can reclaim their professional knowledge in our current socio-political landscape. Our work has implications for the fields of teacher education, teacher leadership, and professional development.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129138709","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 : 2022-07-05DOI: 10.14305/jn.19440413.2022.14.2.04
Lin Lin, K. Barber
This paper outlines instructional strategies and course projects that demonstrate multiple means of engagement, representation, action, and expression, the essential principles of the Universal Design for Learning (UDL). The authors first share specific practices and examples related to each of the essential principles of UDL. Next, three projects are presented to demonstrate how these principles, along with technological tools, can be infused into pedagogical courses to prepare preservice elementary teachers in inclusive, online learning environments. This paper explores how teaching strategies and online tools were chosen with purpose, to promote positive learning outcomes and to prepare preservice teachers for the blended and distance learning environments they will likely encounter as they enter into the teaching profession.
{"title":"Tapping into the Potential of Student Engagement with Universal Design for Learning in Pedagogical Courses","authors":"Lin Lin, K. Barber","doi":"10.14305/jn.19440413.2022.14.2.04","DOIUrl":"https://doi.org/10.14305/jn.19440413.2022.14.2.04","url":null,"abstract":"This paper outlines instructional strategies and course projects that demonstrate multiple means of engagement, representation, action, and expression, the essential principles of the Universal Design for Learning (UDL). The authors first share specific practices and examples related to each of the essential principles of UDL. Next, three projects are presented to demonstrate how these principles, along with technological tools, can be infused into pedagogical courses to prepare preservice elementary teachers in inclusive, online learning environments. This paper explores how teaching strategies and online tools were chosen with purpose, to promote positive learning outcomes and to prepare preservice teachers for the blended and distance learning environments they will likely encounter as they enter into the teaching profession.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115828156","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 : 2022-07-05DOI: 10.14305/jn.19440413.2022.14.2.02
James K. Rigney, Gage Jeter
Unearthing the perspectives students bring with them in their college-level education coursework is especially important as education instructors are tasked with interrupting the unexamined proliferation of dominant ideologies among future educational professionals. The introduction to education course serves as an important site for this interrogation. One trend largely unexplored in the scholarly literature is the pedagogical use of controversy in introduction to education coursework. This study analyzes student discussion of the controversy of school gun violence within a redesigned introduction to education course. Data for this study come from student postings and final reflection papers in an online section of that course. Qualitative analysis of student thinking reveal three themes regarding U.S. school gun violence: gun violence as political intrusion into schools, gun policy as marginalizing and legitimizing presence, and gun use as professional boundary for teachers. These themes provide insight into the ways education students conceptualize teachers, professional educators, and the context of schooling. The student interactions and reflections in this study also suggest that scaffolded discussions of school gun violence present a poignant opportunity for education coursework to foster authentic student reflection on the policy, politics, and professions associated with American education.
{"title":"Guns, Classrooms, and Politics: Eliciting and Reflecting Upon Education Student Beliefs in the Age of School Shootings","authors":"James K. Rigney, Gage Jeter","doi":"10.14305/jn.19440413.2022.14.2.02","DOIUrl":"https://doi.org/10.14305/jn.19440413.2022.14.2.02","url":null,"abstract":"Unearthing the perspectives students bring with them in their college-level education coursework is especially important as education instructors are tasked with interrupting the unexamined proliferation of dominant ideologies among future educational professionals. The introduction to education course serves as an important site for this interrogation. One trend largely unexplored in the scholarly literature is the pedagogical use of controversy in introduction to education coursework. This study analyzes student discussion of the controversy of school gun violence within a redesigned introduction to education course. Data for this study come from student postings and final reflection papers in an online section of that course. Qualitative analysis of student thinking reveal three themes regarding U.S. school gun violence: gun violence as political intrusion into schools, gun policy as marginalizing and legitimizing presence, and gun use as professional boundary for teachers. These themes provide insight into the ways education students conceptualize teachers, professional educators, and the context of schooling. The student interactions and reflections in this study also suggest that scaffolded discussions of school gun violence present a poignant opportunity for education coursework to foster authentic student reflection on the policy, politics, and professions associated with American education.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126283239","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 : 2022-07-05DOI: 10.14305/jn.19440413.2022.14.2.05
Rui Niu-Cooper, Tom Reeder, Mayda Bahamonde-Gunnell, Shirley A Johnson, Carol Lautenbach
With the rapid increase of English Learners (ELs) in K–12 schools, school districts are struggling to find ways to meet the needs for EL teachers. One approach to address the shortage is to build teacher capacity by collaborating with higher education institutions where English as a Second Language (ESL) teacher preparation programs are offered. However, such collaborations are expensive to local schools due to the credit hours that those programs require. In this paper, comparing the contexts in the State of Michigan and the State of New York, we describe a partnership experience between a university in Michigan and its neighboring K–12 partner school districts. In 2016, the collaboration secured a five-year, 2.53 million, grant to support districts’ efforts to address such teacher shortage. Using Richardson’s (1994) crystallization method, we identified the unique features of three evolving stages of the school district’s capacity-building process. We conceptualized these stages into a two-layered model, based on the partners’ discourse patterns, role played, ownership, and information flow. We argue that the model can be used by other K–12 higher-education collaborations, particularly in the States like New York and Michigan. Specific recommendations are offered to maximize such collaborative efforts.
{"title":"Addressing English Learner Teacher Shortage: Conceptualizing Collaborative Efforts Between K–12 Schools and Higher Education","authors":"Rui Niu-Cooper, Tom Reeder, Mayda Bahamonde-Gunnell, Shirley A Johnson, Carol Lautenbach","doi":"10.14305/jn.19440413.2022.14.2.05","DOIUrl":"https://doi.org/10.14305/jn.19440413.2022.14.2.05","url":null,"abstract":"With the rapid increase of English Learners (ELs) in K–12 schools, school districts are struggling to find ways to meet the needs for EL teachers. One approach to address the shortage is to build teacher capacity by collaborating with higher education institutions where English as a Second Language (ESL) teacher preparation programs are offered. However, such collaborations are expensive to local schools due to the credit hours that those programs require. In this paper, comparing the contexts in the State of Michigan and the State of New York, we describe a partnership experience between a university in Michigan and its neighboring K–12 partner school districts. In 2016, the collaboration secured a five-year, 2.53 million, grant to support districts’ efforts to address such teacher shortage. Using Richardson’s (1994) crystallization method, we identified the unique features of three evolving stages of the school district’s capacity-building process. We conceptualized these stages into a two-layered model, based on the partners’ discourse patterns, role played, ownership, and information flow. We argue that the model can be used by other K–12 higher-education collaborations, particularly in the States like New York and Michigan. Specific recommendations are offered to maximize such collaborative efforts.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133647023","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 : 2021-12-01DOI: 10.14305/jn.19440413.2021.14.1.04
Philip J. Sembert, Paul Vermette, Frank T. Lyman, M. Bardsley, Carolyn Snell
Many powerful teaching techniques have not yet fully transitioned from face-to-face use to the new remote instructional paradigm forced on teacher educators and teacher candidates during the pandemic. Experiences by candidates and by instructors in this new environment need to be compiled and shared as we head forward into structures and situations. This article describes how one such technique, Think-Pair-Share (Lyman, 1981) inspired assigning Study Buddies in a co-taught graduate level teacher education course, Managing Culturally Responsive Classrooms, in the summer of 2020. Two teacher candidates, two professors and Dr. Frank Lyman, offer insight and suggestions about this practice, its possibilities and its limitations as the course moved from a traditional implementation to a virtual setting.
{"title":"Think-Pair-Share as a Springboard for Study Buddies in a Virtual Environment","authors":"Philip J. Sembert, Paul Vermette, Frank T. Lyman, M. Bardsley, Carolyn Snell","doi":"10.14305/jn.19440413.2021.14.1.04","DOIUrl":"https://doi.org/10.14305/jn.19440413.2021.14.1.04","url":null,"abstract":"Many powerful teaching techniques have not yet fully transitioned from face-to-face use to the new remote instructional paradigm forced on teacher educators and teacher candidates during the pandemic. Experiences by candidates and by instructors in this new environment need to be compiled and shared as we head forward into structures and situations. This article describes how one such technique, Think-Pair-Share (Lyman, 1981) inspired assigning Study Buddies in a co-taught graduate level teacher education course, Managing Culturally Responsive Classrooms, in the summer of 2020. Two teacher candidates, two professors and Dr. Frank Lyman, offer insight and suggestions about this practice, its possibilities and its limitations as the course moved from a traditional implementation to a virtual setting.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123540344","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 : 2021-12-01DOI: 10.14305/jn.19440413.2021.14.1.02
LaRon A. Scott, Lauren P Bruno, Philip B. Gnilka, Linday Kozachuk, Katherine R. Brendli, Vivian E. Vitullo
Researchers have yet to examine the association of Holland personality profiles as it relates to special education teachers. In response to this need, we report the personality and vocational profiles (Holland Codes) of 134 special education teachers across a special education training program. The purpose of this paper is to summarize findings from the Self-Directed Search measure commonly used to assess the personality of participants in an occupation and suggest implications for participants’ choice in becoming a special education teacher. Our focus was on personality match with vocational choice to include participants’ demographic (e.g., gender, race/ethnicity, and geographical location) profile. Findings from the study reveal that while special educators’ overall personality profile is congruent with the Holland Codes associated with special education teachers, other features may explain participants’ choice to pursue a career as a special education teacher. Implications for teacher preparation programs and K-12 schools training are recommended based on the research findings.
{"title":"Comparing Special Education Teachers’ Personality Profile With Their Choice to Teach","authors":"LaRon A. Scott, Lauren P Bruno, Philip B. Gnilka, Linday Kozachuk, Katherine R. Brendli, Vivian E. Vitullo","doi":"10.14305/jn.19440413.2021.14.1.02","DOIUrl":"https://doi.org/10.14305/jn.19440413.2021.14.1.02","url":null,"abstract":"Researchers have yet to examine the association of Holland personality profiles as it relates to special education teachers. In response to this need, we report the personality and vocational profiles (Holland Codes) of 134 special education teachers across a special education training program. The purpose of this paper is to summarize findings from the Self-Directed Search measure commonly used to assess the personality of participants in an occupation and suggest implications for participants’ choice in becoming a special education teacher. Our focus was on personality match with vocational choice to include participants’ demographic (e.g., gender, race/ethnicity, and geographical location) profile. Findings from the study reveal that while special educators’ overall personality profile is congruent with the Holland Codes associated with special education teachers, other features may explain participants’ choice to pursue a career as a special education teacher. Implications for teacher preparation programs and K-12 schools training are recommended based on the research findings.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125004390","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 : 2021-12-01DOI: 10.14305/jn.19440413.2021.14.1.01
M. Rosenberg, Sunny R. Duerr, Kathleen M. Ingraham, Karen Bell, Art Gould
Many teachers are ill-prepared to apply practices that can both preempt and address challenging behaviors that interfere with academic instruction. We evaluated the efficacy of a supplemental multi-platform (direct instruction, guided practice, and mixed reality simulations) intervention designed for preservice teachers who do not have opportunities to participate in formal classroom management courses. Efficacy of the intervention was assessed through the quality of classroom management plans, the presentation and implementation of the plan in the virtual classroom, and classroom management self-efficacy. Results indicated that preservice teachers successfully developed quality proactive classroom management plans but struggled to present and implement their plans. However, self-efficacy increased indicating that participants believed they were better able to manage classroom behavior than they did prior to the intervention. Implications of these outcomes are discussed with an emphasis on how adequate opportunities to practice acquired classroom management skills are included in budget-challenged teacher preparation programs.
{"title":"Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers","authors":"M. Rosenberg, Sunny R. Duerr, Kathleen M. Ingraham, Karen Bell, Art Gould","doi":"10.14305/jn.19440413.2021.14.1.01","DOIUrl":"https://doi.org/10.14305/jn.19440413.2021.14.1.01","url":null,"abstract":"Many teachers are ill-prepared to apply practices that can both preempt and address challenging behaviors that interfere with academic instruction. We evaluated the efficacy of a supplemental multi-platform (direct instruction, guided practice, and mixed reality simulations) intervention designed for preservice teachers who do not have opportunities to participate in formal classroom management courses. Efficacy of the intervention was assessed through the quality of classroom management plans, the presentation and implementation of the plan in the virtual classroom, and classroom management self-efficacy. Results indicated that preservice teachers successfully developed quality proactive classroom management plans but struggled to present and implement their plans. However, self-efficacy increased indicating that participants believed they were better able to manage classroom behavior than they did prior to the intervention. Implications of these outcomes are discussed with an emphasis on how adequate opportunities to practice acquired classroom management skills are included in budget-challenged teacher preparation programs.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126561137","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 : 2021-12-01DOI: 10.14305/jn.19440413.2021.14.1.03
K. Gormley, Peter McDermott
Literacy journals provide an important resource for teachers’ professional development. Although school districts offer in-service education for their faculty and teachers often attend conferences and workshops sponsored by professional teaching organizations, journal reading remains an important source of information for teachers’ ongoing learning. In this study we examined what elementary teachers would learn about teaching critical literacy from reading major journals in literacy education. Critical literacy served as our focus because of the increasing importance of readers knowing how to recognize political, social and cultural perspectives embedded in the texts that they read. Content analysis served as our research method in which all volumes of The Reading Teacher and Language Arts published between 2011 and 2020 were examined. Results yielded 20 manuscripts meeting our criteria, and these clustered into two categories: (1) manuscripts describing effective critical literacy projects in elementary classrooms; (2) manuscripts discussing the use of children’s literature for teaching critical literacy. Given recent national events relating to racial and ethnic injustice throughout the country, we recommend that literacy journals place greater emphasis in publishing manuscripts that help teachers include a critical literacy lens into the lessons they teach children.
{"title":"An Analysis of Critical Literacy in Featured Manuscripts Appearing in Two Major Literacy Journals (2011-2020)","authors":"K. Gormley, Peter McDermott","doi":"10.14305/jn.19440413.2021.14.1.03","DOIUrl":"https://doi.org/10.14305/jn.19440413.2021.14.1.03","url":null,"abstract":"Literacy journals provide an important resource for teachers’ professional development. Although school districts offer in-service education for their faculty and teachers often attend conferences and workshops sponsored by professional teaching organizations, journal reading remains an important source of information for teachers’ ongoing learning. In this study we examined what elementary teachers would learn about teaching critical literacy from reading major journals in literacy education. Critical literacy served as our focus because of the increasing importance of readers knowing how to recognize political, social and cultural perspectives embedded in the texts that they read. Content analysis served as our research method in which all volumes of The Reading Teacher and Language Arts published between 2011 and 2020 were examined. Results yielded 20 manuscripts meeting our criteria, and these clustered into two categories: (1) manuscripts describing effective critical literacy projects in elementary classrooms; (2) manuscripts discussing the use of children’s literature for teaching critical literacy. Given recent national events relating to racial and ethnic injustice throughout the country, we recommend that literacy journals place greater emphasis in publishing manuscripts that help teachers include a critical literacy lens into the lessons they teach children.","PeriodicalId":271733,"journal":{"name":"Excelsior: Leadership in Teaching and Learning","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133458990","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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