首页 > 最新文献

Journal of Adolescent & Adult Literacy最新文献

英文 中文
“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop “我带她们来这里讲述她们的故事”:跨国拉丁裔母亲在代际讲故事研讨会上的批判性识字实践
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-02-14 DOI: 10.1002/jaal.1280
Grace Cornell Gonzales, Emily Machado, Lauren Plitkins

Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.

家庭扫盲计划是跨国家庭赋权的潜在空间,但往往来自于未能承认拉丁裔社区丰富的语言和扫盲实践的缺陷逻辑。我们将批判性识字理论和母性理论作为批判性工作结合在一起,记录跨国拉丁裔母亲如何在代际讲故事研讨会上重塑空间,实现自己的目标。我们探讨了研讨会中的母亲如何通过写作、阅读和重新设计研讨会空间,以维护能动性、促进代际学习和反对赤字叙事的方式,充当批判性的识字教育者。我们从研讨会的经验中提供见解,建议家庭识字和K-12环境中的教育工作者如何向跨国父母学习并与之合作。
{"title":"“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop","authors":"Grace Cornell Gonzales,&nbsp;Emily Machado,&nbsp;Lauren Plitkins","doi":"10.1002/jaal.1280","DOIUrl":"https://doi.org/10.1002/jaal.1280","url":null,"abstract":"<p>Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 5","pages":"308-318"},"PeriodicalIF":0.9,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50141434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Creating a common discourse on practitioner inquiry as stance 创建一个关于从业者询问立场的公共话语
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-02-09 DOI: 10.1002/jaal.1278
Stephanie Buelow, Cassandra Koja, Matthew Tom, Heidi R. Bacon

Practitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common discourse around the complexities of PI. We elucidate the ways that PI positions literacy educators as self-directed learners, agents of change, and storytellers to recenter literacy teaching and learning.

从业者调查(PI)是对一个人的专业实践进行系统、有意识的研究。它使反思性教学可见且可操作。在这篇文章中,我们反思了我们作为小学、中学和教师教育从业者研究人员的经历,并相互进行批判性对话,围绕PI的复杂性展开共同的讨论。我们阐明了PI将识字教育者定位为自我导向的学习者、变革的推动者和故事讲述者的方式,以重新定位识字教学。
{"title":"Creating a common discourse on practitioner inquiry as stance","authors":"Stephanie Buelow,&nbsp;Cassandra Koja,&nbsp;Matthew Tom,&nbsp;Heidi R. Bacon","doi":"10.1002/jaal.1278","DOIUrl":"https://doi.org/10.1002/jaal.1278","url":null,"abstract":"<p>Practitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common discourse around the complexities of PI. We elucidate the ways that PI positions literacy educators as self-directed learners, agents of change, and storytellers to recenter literacy teaching and learning.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 5","pages":"301-307"},"PeriodicalIF":0.9,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50126079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How can we confront climate denial? Critical literacy+, eco-civic practices, and inquiry 我们如何应对气候否认?批判性识字+、生态公民实践和探究
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-01-23 DOI: 10.1002/jaal.1276
James Damico, Mark Baildon, Alexandra Panos

While scientific consensus about human-caused climate change has been clear for decades, denial of this science and denial about the need for timely, responsive action continue in the United States and around the world. The Climate Denial Inquiry Model can help educators grapple with the complex components of this denial with critical literacy+ and eco-civic practices of deliberation, reflexivity, and counter-narration to help investigate climate denial texts, stories, contexts, and philosophies. This charts a pathway toward ecojustice-centered stories-To-live by.

尽管几十年来,关于人为气候变化的科学共识一直很明确,但美国和世界各地仍在否认这一科学,否认需要及时采取应对行动。气候否认调查模型可以帮助教育工作者通过批判性识字+和深思熟虑、反思和反叙事的生态公民实践来应对这种否认的复杂组成部分,以帮助调查气候否认文本、故事、背景和哲学。这描绘了一条通往以生态正义为中心的生活故事的道路。
{"title":"How can we confront climate denial? Critical literacy+, eco-civic practices, and inquiry","authors":"James Damico,&nbsp;Mark Baildon,&nbsp;Alexandra Panos","doi":"10.1002/jaal.1276","DOIUrl":"https://doi.org/10.1002/jaal.1276","url":null,"abstract":"<p>While scientific consensus about human-caused climate change has been clear for decades, denial of this science <i>and</i> denial about the need for timely, responsive action continue in the United States and around the world. The <i>Climate Denial Inquiry Model</i> can help educators grapple with the complex components of this denial with critical literacy+ and eco-civic practices of deliberation, reflexivity, and counter-narration to help investigate climate denial texts, stories, contexts, and philosophies. This charts a pathway toward ecojustice-centered stories-To-live by.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"257-266"},"PeriodicalIF":0.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50141731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators 抵制减法语言和识字政策:打破双语职前教育工作者的失落循环
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-01-15 DOI: 10.1002/jaal.1277
Rosalyn Harvey-Torres, Claudia Cervantes-Soon, Carol Brochin

Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low-income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as teacher educators in Arizona and Texas, shedding light on the cycles of loss that such policies create and how this loss manifests among preservice teachers. We also reflect on the agency enacted by educators to heal their identities and develop transformative literacy practices.

识字学者们已经注意到利用一个人的所有语言资源和经验来理解文本的重要性。然而,扫盲教学往往受到限制性和惩罚性政策的影响,这些政策限制了向低收入社区的种族化双语/多语言学生提供的学习体验和机会。我们通过我们作为双语学生的前教师以及亚利桑那州和得克萨斯州的教师教育工作者的经历来说明这一现象,揭示了这种政策造成的损失周期,以及这种损失是如何在职前教师中表现出来的。我们还反思了教育工作者为治愈他们的身份和发展变革性扫盲实践而制定的机构。
{"title":"Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators","authors":"Rosalyn Harvey-Torres,&nbsp;Claudia Cervantes-Soon,&nbsp;Carol Brochin","doi":"10.1002/jaal.1277","DOIUrl":"https://doi.org/10.1002/jaal.1277","url":null,"abstract":"<p>Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low-income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as teacher educators in Arizona and Texas, shedding light on the cycles of loss that such policies create and how this loss manifests among preservice teachers. We also reflect on the agency enacted by educators to heal their identities and develop transformative literacy practices.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"273-277"},"PeriodicalIF":0.9,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50133496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Adoptees relearning their heritage languages: A postcolonial reading of language and dialogue in transnational adoption 被收养者重新学习他们的传统语言:跨国收养中语言和对话的后殖民解读
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2022-12-22 DOI: 10.1002/jaal.1275
Hari Prasad Adhikari Sacré, Atamhi Cawayu, Chandra Kala Clemente-Martínez

This theoretical article reflects on a recent development in adult literacy studies: transnational adoptees relearning their heritage languages. Literacy and adoption scholars have studied the replacement of the heritage language with a second language and reported it as a permanent loss. Returning to the country of origin, return adoptees challenge such notion by relearning the heritage language as part of their homecoming. We explore how this heritage language relearning could be seen as a renegotiation of the language hierarchies between the adoptive community and the community of origin of languages in the relationship between the adoptive region and the region of origin. Building on Gayatri Chakrabarty Spivak’s “Enabling Violation” concept, we deploy a postcolonial perspective on understanding heritage language relearning in transnational adoptees. We discuss how language relearning can challenge and reproduce the asymmetrical relation between adoptees’ position in the Global North and their first families in the Global South. We argue that heritage language relearning can open the door for adoptees to engage with transnational literacy, carving out global learning trajectories and reconnecting their adoptive and first world. The last section of this article discusses adoption organisations’ dialectic response to this shift by partaking in the organisation of heritage language classes for adoptees. We argue that adult education centres and literacy educators can play a pivotal role in further institutionalising these heritage language classes for transnational adoptees.

这篇理论文章反映了成人识字研究的最新进展:跨国被收养者重新学习他们的传统语言。识字和领养学者研究了用第二语言取代传统语言的问题,并报告称这是一种永久性的损失。返回原籍国后,被遣返的被收养者通过重新学习传统语言来挑战这种观念,这是他们回家的一部分。我们探讨了这种遗产语言的重新学习如何被视为在收养地区和起源地区之间的关系中重新谈判语言的收养社区和起源社区之间的语言等级制度。在Gayatri Chakrabarty Spivak的“允许违规”概念的基础上,我们从后殖民的角度来理解跨国被收养者的遗产语言再学习。我们讨论了语言再学习如何挑战和再现被收养者在全球北方的地位和他们在全球南方的第一个家庭之间的不对称关系。我们认为,传统语言的重新学习可以为被收养者开启跨国扫盲的大门,开辟全球学习轨迹,并重新连接他们的收养世界和第一世界。本文的最后一节讨论了收养组织对这一转变的辩证反应,通过参与为被收养者组织遗产语言课程。我们认为,成人教育中心和扫盲教育工作者可以在为跨国收养者进一步制度化这些传统语言课程方面发挥关键作用。
{"title":"Adoptees relearning their heritage languages: A postcolonial reading of language and dialogue in transnational adoption","authors":"Hari Prasad Adhikari Sacré,&nbsp;Atamhi Cawayu,&nbsp;Chandra Kala Clemente-Martínez","doi":"10.1002/jaal.1275","DOIUrl":"https://doi.org/10.1002/jaal.1275","url":null,"abstract":"<p>This theoretical article reflects on a recent development in adult literacy studies: transnational adoptees relearning their heritage languages. Literacy and adoption scholars have studied the replacement of the heritage language with a second language and reported it as a permanent loss. Returning to the country of origin, return adoptees challenge such notion by relearning the heritage language as part of their homecoming. We explore how this heritage language relearning could be seen as a renegotiation of the language hierarchies between the adoptive community and the community of origin of languages in the relationship between the adoptive region and the region of origin. Building on Gayatri Chakrabarty Spivak’s “Enabling Violation” concept, we deploy a postcolonial perspective on understanding heritage language relearning in transnational adoptees. We discuss how language relearning can challenge and reproduce the asymmetrical relation between adoptees’ position in the Global North and their first families in the Global South. We argue that heritage language relearning can open the door for adoptees to engage with transnational literacy, carving out global learning trajectories and reconnecting their adoptive and first world. The last section of this article discusses adoption organisations’ dialectic response to this shift by partaking in the organisation of heritage language classes for adoptees. We argue that adult education centres and literacy educators can play a pivotal role in further institutionalising these heritage language classes for transnational adoptees.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"267-272"},"PeriodicalIF":0.9,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50140427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The intermingled meanings of PhoneMe: Exploring transmodal, place-based poetry in an online social network PhoneMe的混合意义:探索在线社交网络中的跨模态、基于地点的诗歌
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2022-12-05 DOI: 10.1002/jaal.1274
Rachel Horst, Kedrick James, Esteban Morales, Yuya Takeda
This research paper explores how preservice teachers engaged with the transmodal place‐based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place‐based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID‐19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place‐based digital poetry can be a unique way to draw together place‐based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline. [ FROM AUTHOR]
这篇研究论文探讨了职前教师如何在PhoneMe上参与基于跨模态地点的诗歌创作,PhoneMe是一个教育社交媒体平台,用于分享关于地点的诗歌和声乐表演。这部作品位于关于数字场所教育和理论学术的文献中,探索意义和模式的跨模态和不断变化的纠缠。在这篇论文中,我们分享了一项针对因新冠肺炎大流行而过渡到在线的核心教师教育扫盲课程教师候选人的研究调查结果。我们讨论了调查中参与者是如何参与跨模态诗歌的,以及他们感知到的诗歌意义和诗歌联系是如何随着每一种额外的模态而变化的。我们分享了我们的研究结果对教学的影响,以及从数据中收集到的在中学课堂上整合PhoneMe平台和教学法的想法。在讨论中,我们探讨了跨模态基于地点的数字诗歌如何成为一种独特的方式,将基于地点的教育、数字文学、社交媒体文学和诗歌教育结合在一起,以一种发自内心的、关系性的方式,与当代生活和课堂高度相关,无论是线上还是线下。
{"title":"The intermingled meanings of PhoneMe: Exploring transmodal, place-based poetry in an online social network","authors":"Rachel Horst,&nbsp;Kedrick James,&nbsp;Esteban Morales,&nbsp;Yuya Takeda","doi":"10.1002/jaal.1274","DOIUrl":"https://doi.org/10.1002/jaal.1274","url":null,"abstract":"This research paper explores how preservice teachers engaged with the transmodal place‐based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place‐based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID‐19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place‐based digital poetry can be a unique way to draw together place‐based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline. [ FROM AUTHOR]","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"249-256"},"PeriodicalIF":0.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50121252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Exploring the role of social media literacy in adolescents' experiences with personalization: A Norwegian qualitative study 探索社交媒体素养在青少年个性化体验中的作用:挪威的一项定性研究
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2022-11-24 DOI: 10.1002/jaal.1273
Ashley Rebecca Bell, Merete Kolberg Tennfjord, Miroslava Tokovska, Ragnhild Eg

Social media platforms rely on algorithms to filter and select content, thereby personalizing every individual's social media experience. Many use social media without awareness of this personalization and its impact, pointing to a need to both understand and improve literacy among active social media users. This qualitative study addresses adolescents' social media literacy through an investigation of their experiences with personalization on social media, aiming for a nuanced perspective of their outcomes. A thematic analysis of eight focus group interviews with 47 students aged 15–19 years uncovered two main themes: (1) diverse levels of adolescents' awareness and familiarity with personalization and (2) positive, negative, and mixed emotions toward personalization. Theme one uncovered that although the adolescents were largely unfamiliar with the terminology, when prompted, most of them could provide examples of personalization, whereas theme two revealed that adolescents appreciated relevant content and yet were uneasy about certain features.

社交媒体平台依靠算法来过滤和选择内容,从而个性化每个人的社交媒体体验。许多人在使用社交媒体时没有意识到这种个性化及其影响,这表明需要了解并提高活跃社交媒体用户的识字率。这项定性研究通过调查青少年在社交媒体上的个性化经历来解决他们的社交媒体素养问题,旨在从细微的角度看待他们的结果。对47名15-19岁学生进行的8次焦点小组访谈的主题分析 这些年揭示了两个主要主题:(1)青少年对个性化的意识和熟悉程度不同;(2)对个性化的积极、消极和混合情绪。主题一发现,尽管青少年在很大程度上不熟悉术语,但在提示时,他们中的大多数人都可以提供个性化的例子,而主题二则表明,青少年欣赏相关内容,但对某些功能感到不安。
{"title":"Exploring the role of social media literacy in adolescents' experiences with personalization: A Norwegian qualitative study","authors":"Ashley Rebecca Bell,&nbsp;Merete Kolberg Tennfjord,&nbsp;Miroslava Tokovska,&nbsp;Ragnhild Eg","doi":"10.1002/jaal.1273","DOIUrl":"https://doi.org/10.1002/jaal.1273","url":null,"abstract":"<p>Social media platforms rely on algorithms to filter and select content, thereby personalizing every individual's social media experience. Many use social media without awareness of this personalization and its impact, pointing to a need to both understand and improve literacy among active social media users. This qualitative study addresses adolescents' social media literacy through an investigation of their experiences with personalization on social media, aiming for a nuanced perspective of their outcomes. A thematic analysis of eight focus group interviews with 47 students aged 15–19 years uncovered two main themes: (1) diverse levels of adolescents' awareness and familiarity with personalization and (2) positive, negative, and mixed emotions toward personalization. Theme one uncovered that although the adolescents were largely unfamiliar with the terminology, when prompted, most of them could provide examples of personalization, whereas theme two revealed that adolescents appreciated relevant content and yet were uneasy about certain features.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"239-248"},"PeriodicalIF":0.9,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback 将学习目标纳入中学识字课程:评估和实施教师的反馈
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2022-11-21 DOI: 10.1002/jaal.1271
Virginia Crisco, Anne Porterfield

Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for not teaching these strategies more than any other aspect of the curriculum, as well as highlight the strategies of teachers who made learning goals meaningful. We ultimately offer the cycle for cultivating expert learners as a possible solution for professional development to better support goal setting through curricular planning.

我们重点研究了加利福尼亚州和华盛顿州中学英语语言艺术课程的实施情况,评估了教师如何利用学习目标来支持学生发展专业学习实践。强调目标设定对支持学生自主写作的价值,我们描述了教师不教授这些策略的原因,而不是课程的任何其他方面,并强调了使学习目标有意义的教师的策略。我们最终提供培养专业学习者的周期,作为专业发展的可能解决方案,通过课程规划更好地支持目标设定。
{"title":"Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback","authors":"Virginia Crisco,&nbsp;Anne Porterfield","doi":"10.1002/jaal.1271","DOIUrl":"https://doi.org/10.1002/jaal.1271","url":null,"abstract":"<p>Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for not teaching these strategies more than any other aspect of the curriculum, as well as highlight the strategies of teachers who made learning goals meaningful. We ultimately offer the cycle for cultivating expert learners as a possible solution for professional development to better support goal setting through curricular planning.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"229-238"},"PeriodicalIF":0.9,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50153145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analogy as racial and political literacy: Taking Children's analyses seriously 种族和政治素养的类比:认真对待儿童的分析
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2022-11-16 DOI: 10.1002/jaal.1266
Rhianna Thomas, Melva Thomas
{"title":"Analogy as racial and political literacy: Taking Children's analyses seriously","authors":"Rhianna Thomas,&nbsp;Melva Thomas","doi":"10.1002/jaal.1266","DOIUrl":"10.1002/jaal.1266","url":null,"abstract":"","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 3","pages":"192-198"},"PeriodicalIF":0.9,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121954415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Our journey toward racial literacy: A mother and daughter's story 我们的种族扫盲之旅:一个母亲和女儿的故事
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2022-11-16 DOI: 10.1002/jaal.1272
Olivia I. Ruiz, Yolanda Sealey-Ruiz
{"title":"Our journey toward racial literacy: A mother and daughter's story","authors":"Olivia I. Ruiz,&nbsp;Yolanda Sealey-Ruiz","doi":"10.1002/jaal.1272","DOIUrl":"10.1002/jaal.1272","url":null,"abstract":"","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 3","pages":"199-202"},"PeriodicalIF":0.9,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133270061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
期刊
Journal of Adolescent & Adult Literacy
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1