Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-6487-5
{"title":"Teaching Practices and Equitable Learning in Children's Language Education","authors":"","doi":"10.4018/978-1-7998-6487-5","DOIUrl":"https://doi.org/10.4018/978-1-7998-6487-5","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86025527","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch002
Alicia K. Long
This chapter describes the development of a course about diversity in children's literature for pre-service librarians. A discussion of the pedagogical philosophy that grounds the faculty member before designing the course is presented. With a lens of critical pedagogy, the course presents a learning environment in which students analyze their place within the power structures of society. The course's design follows a structure that takes students from reflective assignments to acquiring the tools they will need to actively diversify youth collections and programs in libraries and schools. The chapter includes suggested guidelines to develop the course's learning outcomes, materials, and tools for authentic assessment of learning. It also includes samples of assignments, resources to use in the course design, and suggestions for future research.
{"title":"Developing an Impactful Diverse Literature Course for Future Librarians","authors":"Alicia K. Long","doi":"10.4018/978-1-7998-7375-4.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch002","url":null,"abstract":"This chapter describes the development of a course about diversity in children's literature for pre-service librarians. A discussion of the pedagogical philosophy that grounds the faculty member before designing the course is presented. With a lens of critical pedagogy, the course presents a learning environment in which students analyze their place within the power structures of society. The course's design follows a structure that takes students from reflective assignments to acquiring the tools they will need to actively diversify youth collections and programs in libraries and schools. The chapter includes suggested guidelines to develop the course's learning outcomes, materials, and tools for authentic assessment of learning. It also includes samples of assignments, resources to use in the course design, and suggestions for future research.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77953728","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch007
Rachael R. Wolney, A. Boyd
In this chapter, a team of university educators describes how they explored and applied the lens of disability studies to young adult literature with pre-service teachers. The authors first provide a detailed overview of disabilities studies as a theoretical tool and then describe how they worked with teacher candidates to develop their understanding of criteria for evaluating nuanced representations of disabilities and determining their authenticity. Activities, discussion questions, and practical considerations are provided. They end with implications for teaching, including the benefits of such work for shaping how future teachers construct their notions of youth as well as how they select curriculum for their classrooms.
{"title":"Reading (Dis)ability in Young Adult Literature","authors":"Rachael R. Wolney, A. Boyd","doi":"10.4018/978-1-7998-7375-4.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch007","url":null,"abstract":"In this chapter, a team of university educators describes how they explored and applied the lens of disability studies to young adult literature with pre-service teachers. The authors first provide a detailed overview of disabilities studies as a theoretical tool and then describe how they worked with teacher candidates to develop their understanding of criteria for evaluating nuanced representations of disabilities and determining their authenticity. Activities, discussion questions, and practical considerations are provided. They end with implications for teaching, including the benefits of such work for shaping how future teachers construct their notions of youth as well as how they select curriculum for their classrooms.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"196 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77215489","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 : 2021-01-01DOI: 10.4018/978-1-7998-5718-1.ch001
This chapter is an attempt to show how mathematical thought has changed in the last two centuries. In fact, with the discovery of the so-called non-Euclidean Geometries, mathematical thinking changed profoundly. With the negation of the postulate for “antonomasia,” that is the uniqueness of the parallel for Euclid, and the construction of a geometric theory equally valid on the logical and coherence plane, called non-Euclidean geometry, the meaning of the word “postulate” or “axiom” changes radically. The axioms of a theory do not necessarily have to be dictated by real evidence. On this basis the constructions of arithmetic and geometry are built. The axiomatic-deductive method becomes the mathematical method. It will also highlight the constant link between mathematics and the reality that surrounds us, which tends to make itself explicit through an artificial, abstract language and with clear and certain grammatical rules. Finally, you will notice the connection with the existing technology, that is the new electronic and digital technology.
{"title":"Epistemological Notes on Mathematics","authors":"","doi":"10.4018/978-1-7998-5718-1.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-5718-1.ch001","url":null,"abstract":"This chapter is an attempt to show how mathematical thought has changed in the last two centuries. In fact, with the discovery of the so-called non-Euclidean Geometries, mathematical thinking changed profoundly. With the negation of the postulate for “antonomasia,” that is the uniqueness of the parallel for Euclid, and the construction of a geometric theory equally valid on the logical and coherence plane, called non-Euclidean geometry, the meaning of the word “postulate” or “axiom” changes radically. The axioms of a theory do not necessarily have to be dictated by real evidence. On this basis the constructions of arithmetic and geometry are built. The axiomatic-deductive method becomes the mathematical method. It will also highlight the constant link between mathematics and the reality that surrounds us, which tends to make itself explicit through an artificial, abstract language and with clear and certain grammatical rules. Finally, you will notice the connection with the existing technology, that is the new electronic and digital technology.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78828427","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch001
E. Pozzi, Gihan A. Mohamad, Laurence C. Gander
This chapter is an overview of the development of an asynchronous online graduate-level course on diverse literature for P-12 students as an elective for literacy teachers and pre-service librarians. The review of literature focuses on the use of classic texts and the canon in education, the importance of authentic literature, and the content of classroom and school libraries, providing evidence for the necessity of this class as a way to support culturally relevant teaching. This is followed by descriptions of the content and structure of the course as well as the activities and assessments used. The current instructor provides perspectives on teaching this course as a member of underrepresented faculty and discusses special factors in online teaching. Student feedback from the course is included as well as samples of materials.
{"title":"Why Can't I Just Use the Classics?","authors":"E. Pozzi, Gihan A. Mohamad, Laurence C. Gander","doi":"10.4018/978-1-7998-7375-4.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch001","url":null,"abstract":"This chapter is an overview of the development of an asynchronous online graduate-level course on diverse literature for P-12 students as an elective for literacy teachers and pre-service librarians. The review of literature focuses on the use of classic texts and the canon in education, the importance of authentic literature, and the content of classroom and school libraries, providing evidence for the necessity of this class as a way to support culturally relevant teaching. This is followed by descriptions of the content and structure of the course as well as the activities and assessments used. The current instructor provides perspectives on teaching this course as a member of underrepresented faculty and discusses special factors in online teaching. Student feedback from the course is included as well as samples of materials.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86663088","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4
{"title":"Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals","authors":"","doi":"10.4018/978-1-7998-7375-4","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87031065","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch029
Anastasia Lin, S. Hardee, Jill Bowen
This chapter describes a transdisciplinary approach to preparing future educators for teaching multicultural literatures within diverse classrooms. The project combined an English course with an education course to deepen student awareness and understanding of multiculturalism while also encouraging student engagement and support of diverse communities and schools in our area. Over the course of the project, in-class student learning was enhanced through team teaching, intercultural assignments, a field trip, and a capstone project where students applied what they learned through creating lesson plans for use in their future classrooms. The learning community focused on dialogic application; the instruction and activities of the course were developed to suggest models students may later adapt in their own classrooms. The chapter demonstrates the efficacy of the approach and concludes with remarks on the utility of the learning community by a former student who currently teaches high school English.
{"title":"Educating Otherwise","authors":"Anastasia Lin, S. Hardee, Jill Bowen","doi":"10.4018/978-1-7998-7375-4.ch029","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch029","url":null,"abstract":"This chapter describes a transdisciplinary approach to preparing future educators for teaching multicultural literatures within diverse classrooms. The project combined an English course with an education course to deepen student awareness and understanding of multiculturalism while also encouraging student engagement and support of diverse communities and schools in our area. Over the course of the project, in-class student learning was enhanced through team teaching, intercultural assignments, a field trip, and a capstone project where students applied what they learned through creating lesson plans for use in their future classrooms. The learning community focused on dialogic application; the instruction and activities of the course were developed to suggest models students may later adapt in their own classrooms. The chapter demonstrates the efficacy of the approach and concludes with remarks on the utility of the learning community by a former student who currently teaches high school English.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90669859","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 : 2021-01-01DOI: 10.4018/978-1-7998-4906-3
{"title":"Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education","authors":"","doi":"10.4018/978-1-7998-4906-3","DOIUrl":"https://doi.org/10.4018/978-1-7998-4906-3","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89972068","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 : 2021-01-01DOI: 10.4018/978-1-7998-7057-9
{"title":"Promoting Positive Learning Experiences in Middle School Education","authors":"","doi":"10.4018/978-1-7998-7057-9","DOIUrl":"https://doi.org/10.4018/978-1-7998-7057-9","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73392902","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch023
Melissa Landa, Erin Hogan Rapp
This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.
{"title":"Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence","authors":"Melissa Landa, Erin Hogan Rapp","doi":"10.4018/978-1-7998-7375-4.ch023","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch023","url":null,"abstract":"This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74101021","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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