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Learning teaching from experience : multiple perspectives and international contexts
\"Draws on international research to addresses the current key question in teacher education policy and practice: what and how do teachers learn from experience?\"-- Provided by publisher.
Book
University Faculty Talk About Practitioner Research: A Conversation
This forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.
Journal Article
Readings for reflective teaching in early education
\"Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings, drawing together seminal extracts and contemporary literature, to support both initial study and extended career-long professionalism for early years practitioners. Classical readings are clearly marked out with their status explained and contemporary material has been selected to highlight and explore current issues\"-- Provided by publisher.
Book
Harnessing the Power of Video to Increase Classroom Text Discussion Quality
The authors describe a method for integrating video into the work of elementary literacy coaches. Drawing on their research in developing an online application of a successful literacy-coaching program called Content-Focused Coaching, the authors describe an approach that coaches can use to reflect with teachers on their video recorded lessons to advance the quality of their classroom text discussions.
Journal Article
A Suite of Strategies for Navigating Graphic Novels
As reasons to promote the inclusion of graphic novels in the curriculum expand, many teachers have yet to incorporate graphic novels into their teaching repertoire. In this article, two teacher educators describe a systematic approach that they use to teach preservice teachers how to read graphic novels, focusing on specific strategies in three major areas: visual literacy, key graphic novel vocabulary, and synthesizing images and words. The goal is to promote the use of graphic novels by preservice teachers for multiple purposes in future classrooms. These strategies are shared to encourage inservice teachers to develop a level of comfort with graphic novels by systematically trying out the strategies themselves and considering the addition of graphic novels to their curriculum.
Journal Article
Early learning theories made visible
\"Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier to understand. Each theory is defined-through engaging stories and rich visuals-in relation to cognitive, social-emotional, and physical developmental domains. Use this book to build a stronger comprehension of the foundations of early learning theories and become more reflective and intentional in your work with young children. \"-- Provided by publisher.
Book
Coaching and Professional Learning
Teaching is a profession that requires ongoing professional development and learning. This ongoing learning can take place in professional learning communities, structured professional development settings, and literacy coaching contexts. This department highlights the ongoing professional development of literacy teachers.
Journal Article
Using a Simulation to Teach Reading Assessment to Preservice Teachers
Simulations are an underpinning pedagogy and tradition in some professional fields, such as medicine, yet are seldom used in education. In this study, the author reports on the findings of a reading assessment situation activity that she did with preservice early grade (kindergarten to grade 6) teachers. In addition to giving preservice teachers practice conducting reading assessments, this simulation activity also allowed students the opportunity to reflect on teaching strategies (both how they themselves teach while on practicum and what they personally experience in their teacher preparation program). Results from questionnaires completed by the participants in the simulation indicate that the simulation was very valuable and expanded the preservice teachers’ perspectives on reading, assessment practices, and how they view students. There is very little published about simulations in education, particularly in literacy education, and this study adds an important perspective on using simulations in preservice classrooms and for professional development for practicing teachers.
Journal Article