Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch022
Holly Hilboldt Swain, Tracey S. Hodges
As the reading lives of teachers are also connected to their reading instruction with their early childhood and elementary students, one emphasis of preservice literacy courses is to encourage future teachers to read and consider diverse texts and the emotional and empathetic connections with them. Through the development of an appreciation for diverse picture books and their value within classrooms, preservice teachers are more prepared to integrate these texts throughout the content areas. This chapter explores place-based education in a teacher preparation program and (1) defines and provides theoretical support for using place-based education to prepare preservice teachers to instruct with children's literature; (2) discusses five ways the authors engage preservice teachers in place-based education: Children's Literary Tour of London and Paris (study abroad), Children's Book Festival Collaboration, Family Literacy Nights, Partnerships with Librarians, and Instagram Challenges; and (3) discusses each of these research-informed experiences and shares examples.
{"title":"Diverse Literature and Place-Based Education Through Study Abroad, Partnerships, and Pedagogy","authors":"Holly Hilboldt Swain, Tracey S. Hodges","doi":"10.4018/978-1-7998-7375-4.ch022","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch022","url":null,"abstract":"As the reading lives of teachers are also connected to their reading instruction with their early childhood and elementary students, one emphasis of preservice literacy courses is to encourage future teachers to read and consider diverse texts and the emotional and empathetic connections with them. Through the development of an appreciation for diverse picture books and their value within classrooms, preservice teachers are more prepared to integrate these texts throughout the content areas. This chapter explores place-based education in a teacher preparation program and (1) defines and provides theoretical support for using place-based education to prepare preservice teachers to instruct with children's literature; (2) discusses five ways the authors engage preservice teachers in place-based education: Children's Literary Tour of London and Paris (study abroad), Children's Book Festival Collaboration, Family Literacy Nights, Partnerships with Librarians, and Instagram Challenges; and (3) discusses each of these research-informed experiences and shares examples.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80664264","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.ch008
In this chapter there is the presentation of a vertical path on the main topics of arithmetic-algebra-infinitesimal calculus and numerical methods, which are an object of study in the secondary school. Naturally, the attention will be focused on the “virtual” phase, that is the applications with the computer and the MatCos 3.X environment, both as graphical-numerical experimentation, of intuitive support to the understanding of the concepts, that as a necessary moment for the actual calculation in the applications. It presents a TLS based on a real problem, from which the whole presented methodology shines through: from problem solving, to mathematical and numerical modeling, to the formulation of the solving algorithm and its implementation in the MatCos 3.X environment.
{"title":"Activities in the Secondary School","authors":"","doi":"10.4018/978-1-7998-5718-1.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-5718-1.ch008","url":null,"abstract":"In this chapter there is the presentation of a vertical path on the main topics of arithmetic-algebra-infinitesimal calculus and numerical methods, which are an object of study in the secondary school. Naturally, the attention will be focused on the “virtual” phase, that is the applications with the computer and the MatCos 3.X environment, both as graphical-numerical experimentation, of intuitive support to the understanding of the concepts, that as a necessary moment for the actual calculation in the applications. It presents a TLS based on a real problem, from which the whole presented methodology shines through: from problem solving, to mathematical and numerical modeling, to the formulation of the solving algorithm and its implementation in the MatCos 3.X environment.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76709006","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}
Recognizing the persistent problem of the underrepresentation of women in computer science, this chapter examines the barriers existing in the kindergarten through Grade 12 educational environment. It explores the vicious cycle that exists in the education field, as the change agents are predominantly women. Much of the research from the past decade reiterates the issue but substantive changes to reduce the gender gap have not occurred at rates that keep pace with the evolving digital society. This chapter offers practical solutions to (1) distinguish between computer science, instructional technology, and digital literacy in the K-12 educational setting; (2) propose ways to promote opportunities in these environments, for all students, with a focus on the underrepresented female population; (3) formulate strategies for educational leaders to incorporate computer science knowledge including computational thinking skills into teacher preparation programs and professional development to support those never exposed.
{"title":"The Snowball Effect","authors":"Laura L. Fuhrmann, Andrea M. Wallace","doi":"10.2307/20034410","DOIUrl":"https://doi.org/10.2307/20034410","url":null,"abstract":"Recognizing the persistent problem of the underrepresentation of women in computer science, this chapter examines the barriers existing in the kindergarten through Grade 12 educational environment. It explores the vicious cycle that exists in the education field, as the change agents are predominantly women. Much of the research from the past decade reiterates the issue but substantive changes to reduce the gender gap have not occurred at rates that keep pace with the evolving digital society. This chapter offers practical solutions to (1) distinguish between computer science, instructional technology, and digital literacy in the K-12 educational setting; (2) propose ways to promote opportunities in these environments, for all students, with a focus on the underrepresented female population; (3) formulate strategies for educational leaders to incorporate computer science knowledge including computational thinking skills into teacher preparation programs and professional development to support those never exposed.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73161482","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.ch019
Ann-Marie Wilmot, Michael W. Smith
The purpose of this chapter is to investigate the orientations Jamaican preservice teachers characteristically bring to the diverse youth literature that they read and to examine instructional approaches designed to help student develop a postcolonial orientation that will yield richer insights into their future students. The chapter presents a thematic analysis of extended response survey questions distributed to 86 Jamaican preservice teachers. The results revealed that these preservice teachers primarily sought literature for its ease, enjoyment, escapism, and personal growth, though a minority of students did indicate interest in broader issues of structural inequalities. Unfortunately, such emphases are inadequate to address issues of diversity. Consequently, the chapter proposes three instructional strategies to foster a postcolonial orientation: semantic differential scales, direct instruction in postcolonialism, and the TACT-MR model of writing instruction to develop students' critical empathy.
{"title":"Raising Pre-Service Professionals' Voices","authors":"Ann-Marie Wilmot, Michael W. Smith","doi":"10.4018/978-1-7998-7375-4.ch019","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch019","url":null,"abstract":"The purpose of this chapter is to investigate the orientations Jamaican preservice teachers characteristically bring to the diverse youth literature that they read and to examine instructional approaches designed to help student develop a postcolonial orientation that will yield richer insights into their future students. The chapter presents a thematic analysis of extended response survey questions distributed to 86 Jamaican preservice teachers. The results revealed that these preservice teachers primarily sought literature for its ease, enjoyment, escapism, and personal growth, though a minority of students did indicate interest in broader issues of structural inequalities. Unfortunately, such emphases are inadequate to address issues of diversity. Consequently, the chapter proposes three instructional strategies to foster a postcolonial orientation: semantic differential scales, direct instruction in postcolonialism, and the TACT-MR model of writing instruction to develop students' critical empathy.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74008515","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.ch017
Allison Ivey, Julie L. Begbie
This chapter introduces a storied learning model to create opportunities for praxis within teacher education courses in order to humanize student experiences through book clubs. As many argue that people perceive the world in narrative form, embedding book clubs within methods courses creates opportunities for pre-service teachers to explore and reflect upon unfamiliar experiences, identities, and stories in order to cultivate their critical consciousness. Building off of Bishop's metaphor of mirrors, windows, and sliding glass doors, as well as existing literature that discusses the use of book clubs in pre-service teacher methods courses, two case studies are offered highlighting theoretical and practical ways for book clubs to be embedded within methods courses. Case studies are followed by a framework for implementation that considers research in both critical pedagogy and reading comprehension.
{"title":"Creating Praxis for Pre-Service Teachers","authors":"Allison Ivey, Julie L. Begbie","doi":"10.4018/978-1-7998-7375-4.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch017","url":null,"abstract":"This chapter introduces a storied learning model to create opportunities for praxis within teacher education courses in order to humanize student experiences through book clubs. As many argue that people perceive the world in narrative form, embedding book clubs within methods courses creates opportunities for pre-service teachers to explore and reflect upon unfamiliar experiences, identities, and stories in order to cultivate their critical consciousness. Building off of Bishop's metaphor of mirrors, windows, and sliding glass doors, as well as existing literature that discusses the use of book clubs in pre-service teacher methods courses, two case studies are offered highlighting theoretical and practical ways for book clubs to be embedded within methods courses. Case studies are followed by a framework for implementation that considers research in both critical pedagogy and reading comprehension.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82220585","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: 10.4018/978-1-7998-3652-0.CH008
C. Garcia, Roel Garcia
While strong consensus exists for preparing culturally competent occupational therapists as the national minority population grows, scholarship in this area continues to evolve. Conversations and explorations of best practices and perspectives add the practical component related to this phenomenon. Perspectives will be shared for leveraging culture to promote respect within communities from asset-based ideologies from the vantage point of a Latino clinician in a predominately Latino underserved community. The authors provide a brief review of the related literature, unpack the definitions of cultural competence, and discuss the pedagogical approach used by an occupational therapist educator. Framing the conversation from an asset-based pedagogical perspective, the use of culture as resources will be depicted. By honoring community values, beliefs, and assets for developing cultural competence, the authors explore the use of culturally relevant pedagogical approaches in a Hispanic-serving university graduate program situated in the border region of South Texas.
{"title":"Developing Cultural Competence in an Occupational Therapy Program in a Border Institution in South Texas","authors":"C. Garcia, Roel Garcia","doi":"10.4018/978-1-7998-3652-0.CH008","DOIUrl":"https://doi.org/10.4018/978-1-7998-3652-0.CH008","url":null,"abstract":"While strong consensus exists for preparing culturally competent occupational therapists as the national minority population grows, scholarship in this area continues to evolve. Conversations and explorations of best practices and perspectives add the practical component related to this phenomenon. Perspectives will be shared for leveraging culture to promote respect within communities from asset-based ideologies from the vantage point of a Latino clinician in a predominately Latino underserved community. The authors provide a brief review of the related literature, unpack the definitions of cultural competence, and discuss the pedagogical approach used by an occupational therapist educator. Framing the conversation from an asset-based pedagogical perspective, the use of culture as resources will be depicted. By honoring community values, beliefs, and assets for developing cultural competence, the authors explore the use of culturally relevant pedagogical approaches in a Hispanic-serving university graduate program situated in the border region of South Texas.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89623627","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: 10.4018/978-1-7998-4721-2.ch001
P. Sullivan
There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.
{"title":"“I Can't Stop Singing”","authors":"P. Sullivan","doi":"10.4018/978-1-7998-4721-2.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-4721-2.ch001","url":null,"abstract":"There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90198113","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: 10.4018/978-1-7998-3652-0.CH001
Morgan M. Jobe, Eileen M. Wertzberger, K. Taylor
This chapter will use autoethnography to provide a comprehensive look at culturally responsive teaching by exploring three different perspectives at different stages in education: (1) the white female high school English teacher working with teens, (2) the Puerto Rican female undergraduate instructor working with pre-service teachers, and (3) the white female graduate professor working with in-service teachers. Collectively, the three perspectives will share experiences through storytelling about culturally responsive teaching as necessary practice in preparation for classroom teaching, emphasizing the need for more intentional instruction on race, culture, and ethnicity in teacher preparation programs. Ultimately, this chapter will demonstrate that culturally responsive teaching evolves over a teacher's lifetime, and to be truly transformative, culturally responsive teachers must adapt to the culture and contexts of their students.
{"title":"Developing the Culturally Responsive Teacher","authors":"Morgan M. Jobe, Eileen M. Wertzberger, K. Taylor","doi":"10.4018/978-1-7998-3652-0.CH001","DOIUrl":"https://doi.org/10.4018/978-1-7998-3652-0.CH001","url":null,"abstract":"This chapter will use autoethnography to provide a comprehensive look at culturally responsive teaching by exploring three different perspectives at different stages in education: (1) the white female high school English teacher working with teens, (2) the Puerto Rican female undergraduate instructor working with pre-service teachers, and (3) the white female graduate professor working with in-service teachers. Collectively, the three perspectives will share experiences through storytelling about culturally responsive teaching as necessary practice in preparation for classroom teaching, emphasizing the need for more intentional instruction on race, culture, and ethnicity in teacher preparation programs. Ultimately, this chapter will demonstrate that culturally responsive teaching evolves over a teacher's lifetime, and to be truly transformative, culturally responsive teachers must adapt to the culture and contexts of their students.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80904486","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.ch009
Kasey L. Garrison, Karen W. Gavigan
Graphic novels are becoming more widely accepted by librarians and teachers as a mainstream literary format for students. They are also effective tools for engaging youth with challenging social issues, as the quote in the title suggests. This chapter provides an overview of ways university instructors can teach pre-service educators to use social justice graphic novels in their high school classrooms and libraries. The content in this chapter is based on findings from research conducted by the authors about social justice issues in young adult graphic novels. The chapter includes an annotated list of selective graphic novel titles based on five social justice issues (racism, immigration and displacement, LGBTQIA+ and gender, mental health, and the environment and climate change). It also provides examples of standards-based best practices for using the graphic novels with pre-service teachers and librarians, award lists, and other educational resources.
{"title":"“To Act for a Better World”","authors":"Kasey L. Garrison, Karen W. Gavigan","doi":"10.4018/978-1-7998-7375-4.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch009","url":null,"abstract":"Graphic novels are becoming more widely accepted by librarians and teachers as a mainstream literary format for students. They are also effective tools for engaging youth with challenging social issues, as the quote in the title suggests. This chapter provides an overview of ways university instructors can teach pre-service educators to use social justice graphic novels in their high school classrooms and libraries. The content in this chapter is based on findings from research conducted by the authors about social justice issues in young adult graphic novels. The chapter includes an annotated list of selective graphic novel titles based on five social justice issues (racism, immigration and displacement, LGBTQIA+ and gender, mental health, and the environment and climate change). It also provides examples of standards-based best practices for using the graphic novels with pre-service teachers and librarians, award lists, and other educational resources.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"200 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76964575","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.ch021
Sue C. Kimmel
Preparing diverse students to become lifetime readers and writers is best facilitated through experiences with high quality, diverse literature and through the models of the authors and illustrators who create those works. Nothing quite brings an author or illustrator to life like hearing from them in person by hosting an author visit. This chapter explores the value of planning an author visit as an authentic means to learn about diverse authors and their work. Information is provided about identifying and choosing a diverse author or illustrator, planning the logistics of the visit, and preparing to build background and interest within the school and the community in anticipation of the visit. This information is framed with the elements for an assignment that could be employed in a children's literature course offered to pre-service teachers and librarians to create a mock plan for an in-person author visit in a school. Students could carry this assignment forward to their classrooms or libraries to plan an author visit or to write a grant to fund a visit.
{"title":"Up Close and Personal","authors":"Sue C. Kimmel","doi":"10.4018/978-1-7998-7375-4.ch021","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch021","url":null,"abstract":"Preparing diverse students to become lifetime readers and writers is best facilitated through experiences with high quality, diverse literature and through the models of the authors and illustrators who create those works. Nothing quite brings an author or illustrator to life like hearing from them in person by hosting an author visit. This chapter explores the value of planning an author visit as an authentic means to learn about diverse authors and their work. Information is provided about identifying and choosing a diverse author or illustrator, planning the logistics of the visit, and preparing to build background and interest within the school and the community in anticipation of the visit. This information is framed with the elements for an assignment that could be employed in a children's literature course offered to pre-service teachers and librarians to create a mock plan for an in-person author visit in a school. Students could carry this assignment forward to their classrooms or libraries to plan an author visit or to write a grant to fund a visit.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78537852","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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