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"Rattigan-Rohr, Jean"
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It Takes A Village
This book puts readers in touch with compelling insights into the importance of parental inclusion in the educational efforts of their children. Additionally, it provides a \"counter narrative\" to the belief by many that parents and in particular, racial and ethnic minority parents, do not participate with their children in academic endeavors.
eBook
The Village Project:: A Collaborative Effort to Improve Children’s Reading Skills and Preservice Teachers' Reading Instruction
Reading skills of students in many Title I schools in America continues to be a source of concern for parents, students and teachers alike. Despite mandates, numerous efforts, and the utility of various reading programs in these settings, reading adeptness still elude far too many students from the elementary grades through high school. Members in a collaborative endeavor to address reading weaknesses at the elementary level see the benefit of their efforts. This study details a unique reading methods course, which included parents, preservice teachers and their professor, inservice teachers, a local library, and students from several Title 1 schools who struggled with reading.
Journal Article
The examination of prospective teachers' initial and developing vision
Several prominent researchers offer a persuasive argument that outstanding teachers possess a certain vision for teaching. If the researchers' hunch is true, then for the sake of discovering when teachers' visions might develop, it is worth an examination of students at the very beginning stages of teacher education to discover what those early visions look like, or even if those early visions are subject to change. This study examines the early vision statements of sixty prospective teachers in an introductory teacher education class at the University of North Carolina, Greensboro. The study also looks at whether or not prospective teachers' visions change or evolve during the course of a semester. Additionally, the study looks at whether the visions of high performing students are different from those of low performing students. The results indicate that initially, only a limited number of students appeared to have a strong vision for education, as defined by this study. Over time, the number of students expressing a vision increased and students began to contemplate on their deep purpose and rationale for choosing teaching as a profession. In the end, students' vision statements reveal that the thoughts and ideas they offer are generally filtered through lens tightly connected to academic competence and classroom management. The result is that the final visions seem to be metamorphic ones; allowing themselves to be shaped by various classroom experiences. Vision appears to have influenced experience for these prospective teachers, but experience seems to have had the most profound effect on the visions they profess.
Dissertation
The Tutoring
As preservice teachers developed their own narratives they would eventually use in teaching phonemic awareness to children who needed such instruction, they did so with the following table in mind. Table 1.1 lists examples of each phonemic awareness activity and notes what children should be able to do in an effort to complete the activity in question.
Book Chapter