Relevant bibliographies by topics / Language arts|Teacher education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language arts|Teacher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Language arts|Teacher education"

1

Pope, Carol A. "Technology in Language Arts Teacher Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 4 (2000): 196–200. http://dx.doi.org/10.1080/00098650009600949.

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Pope, Carol A. "Technology in Language Arts Teacher Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 4 (1999): 196–97. http://dx.doi.org/10.1080/00098659909599389.

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Stanulis, Randi Nevins, and Dera Weaver. "Teacher as mentor, teacher as learner: Lessons from a middle‐school language arts teacher." Teacher Educator 34, no. 2 (1998): 134–43. http://dx.doi.org/10.1080/08878739809555192.

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Schram, Pamela, and Cheryl Rosaen. "Integrating the Language Arts and Mathematics in Teacher Education." Action in Teacher Education 18, no. 1 (1996): 23–38. http://dx.doi.org/10.1080/01626620.1996.10462819.

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Hittleman, Daniel R. "VIDEOS FOR TEACHER EDUCATION: TEACHING TEACHERS ABOUT INTEGRATED LANGUAGE ARTS." Reading & Writing Quarterly 9, no. 1 (1993): 129–32. http://dx.doi.org/10.1080/1057356930090108.

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Baker, Linda, and Wendy Saul. "Considering science and language arts connections: A study of teacher cognition." Journal of Research in Science Teaching 31, no. 9 (1994): 1023–37. http://dx.doi.org/10.1002/tea.3660310913.

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Dietrich, Sylvia L., Nancy Hulan, Gail Kirby, and Sam Evans. "Clinically Based Models of Teacher Preparation." Educational Renaissance 4, no. 1 (2016): 19–26. http://dx.doi.org/10.33499/edren.v4i1.84.

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A teacher preparation institution critically reviewed current programs and began moving toward a clinically based model. One focuses on Middle Grades/Secondary Math and Science, another focuses on Secondary English Language Arts, and a pilot project focuses on Elementary with a minor in either English/Language Arts or STEM (science, technology, engineering, and mathematics).
 Keywords: teacher education, clinical practice, and clinical teacher preparation
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Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.

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PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social jus
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Gates, Bailey K., and Millicent M. Musyoka. "Technology Integration: Teaching Elementary Deaf Student English Language Arts." Journal of Education and Training 7, no. 2 (2020): 63. http://dx.doi.org/10.5296/jet.v7i2.17566.

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This study examined an elementary deaf education teacher’s experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory’s model on technological integration (McCrory, 2006). McCrory’s (2016) technol
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Grossman, Pamela, and Clarissa Thompson. "District Policy and Beginning Teachers: A Lens on Teacher Learning." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 281–301. http://dx.doi.org/10.3102/01623737026004281.

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This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either
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Dissertations / Theses on the topic "Language arts|Teacher education"

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Kubilus, Daryl. "Relating Teacher Attendance to Student English Language Arts and Math Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5092.

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On average, teachers in the United States are absent for 9.6 days of student instruction per school year, while in this study's rural Northeast Ohio school district, teachers averaged 16.2 absences in the 2015-16 school year. Teacher absence is a concern because the classroom teacher is often considered the most crucial school-related influence on student achievement. Guided by Bowlby's attachment theory, the purpose of this study was to examine the possible predictive relationships between teacher absences for sick/personal and professional leave as well as other teacher-related variables, in
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Denmon, Jennifer M. "Writing Groups in Eighth-Grade Honors Language Arts| Student and Teacher Perceptions." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147057.

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<p> In this qualitative case study, I investigated eighth-grade honors students&rsquo; and their language arts teacher&rsquo;s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students&rsquo; motivation to write in writing groups. (Abstract shortened by ProQuest.)</p>
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Steele, Dorothy Diane. "Relationship Between Teacher Instructional Preparedness and English Learner Language Arts Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4684.

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English language learners (ELLs) are the fastest-growing population in California schools, with a high percentage of students not meeting the standard of the English language arts performance on the California Standardized Test (CST). This project study investigated the problem in a California school district where it was unknown whether the intervention strategies provided to teachers gave them the curricular skills needed to address the instructional needs of ELLs. The purpose of this quantitative study was to determine whether teachers' self-reported instructional preparedness to teach ELLs
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Dorrman, Jaclyn Marie. "Teacher Perceptions of a Full-Service Community School Strategy for Language Arts Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3559.

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Students of all abilities at a Full-Service Community School (FSCS) in northern New Jersey are not meeting federal and state accountability requirements in language arts. Research studies indicated that the FSCS strategy can improve instructional practices, which will improve academic success. For this qualitative case study, the purpose was to document and analyze the strengths and weaknesses of the FSCS academic component for language arts used by 8 teachers from kindergarten to 6th grade. The conceptual framework that guided this study was grounded in the central understanding of Vygotsky a
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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.

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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must
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Denmon, Jennifer Sara Meister. "Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6222.

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In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students’ motivation to write in writing groups. Eleven study participants engaged in the inquiry, 10 middle school students and one language arts teacher. I collected data during the fall semester of 2014. Data were individual interviews, classroom observations of participants in writing groups, and program-related documents. The main aim in this investi
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Goldsmith, Christy. "Enacted Identities| A Narrative Inquiry into Teacher Writerly Becoming." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877145.

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<p> This narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-as-writers. Through these narratives and metaphorical thinking (Lakoff &amp; Johnson, 1980), I analyzed the wholeness of each participant&rsquo;s experience with writing.</p><p> Then, in stage two of the study, I used data collected from teaching observations to build a conti
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Smith, Denise Marie. "Evaluation of language development specialist training: A survey of teachers and administrators." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2586.

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This study was completed following extensive Language Development Specialist (LDS) Training in Stockton Unified School District (SUSD) between 1992 and 1994. A post training survey designed by this researcher was mailed to all (303) teachers and administrators/elementary and secondary who participated in LDS training during this time. This survey asked participants to identify training information applicable to daily work tasks. One hundred seven teachers and twenty-four administrators completed this survey. The survey was divided into four sections. Sections I and II were based on the Nine LD
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Anderson, Helen M. "Connecting theory, training and practice| Building teachers' capacity within an elementary literacy intervention." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158552.

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<p> Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, &amp; Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, &amp; Hanson, 2009; Harris, Graham, &amp; Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson
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Badger, Mariza A. "Positing Living to Remember God| An Autoethnography." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10014565.

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<p> This dissertation is a qualitative study in which I, the researcher and public school teacher, seek through writing the self in a narrative and evocative autoethnography to explore three emergent themes: My family&rsquo;s six year and six month circumnavigation, spirituality, and important literature that I have shared with other readers that direct our hearts toward God. Insomuch as the title posits living to remember God, my hope is to make the interior mind visible to my reader as I explore what embracing this position has meant to me; I hope in making myself vulnerable to speak to our
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Books on the topic "Language arts|Teacher education"

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Berghoff, Beth. Arts together: Steps toward transformative teacher education. National Art Education Association, 2005.

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Services, Alberta Alberta Education Language. Implementing Ukrainian language arts (ECS-grade 12): Teacher manual. Alberta Education, Language Services Branch, 1991.

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Branch, Alberta Curriculum Support. Senior High English language arts: Teacher resource manual. Curriculum Branch, 1991.

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System, Illinois Certification Testing, ed. ICTS English Language Arts 111: Teacher certification exam. 2nd ed. XAMonline, Inc., 2008.

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Selfe, Cynthia L., Dawn Rodrigues, and William R. Oates. Computers in English and the language arts: The challenge of teacher education. National Council of Teachers of English, 1989.

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Education, Alberta Alberta. Integrated Occupational Program language arts 8 and 9: Teacher resource manual. Alberta Education, 1989.

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Gambell, Trevor J., and Sam Robinson. From Akasu Hills: Horizons in English language arts education : edited proceedings of the second occasional conference of Western Canadian English language arts teacher educators, May 24-26, 1984. College of Education, University of Saskatchewan, 1986.

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Collaborative-apprenticeship learning: Language and thinking across the curriculum, K-12. Mayfield Pub. Co., 1990.

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Routman, Regie. Teaching essentials: Expecting the most and getting the best from every learner, K-8. Heinemann, 2008.

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System, Illinois Certification Testing, ed. ICTS Reading teacher 177: Teacher certification exam. 2nd ed. XAMonline, Inc., 2007.

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Book chapters on the topic "Language arts|Teacher education"

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Edge, Christi U., and Elsie L. Olan. "Reading, Literacy, and English Language Arts Teacher Education." In Springer International Handbooks of Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_27-1.

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Edge, Christi U., and Elsie L. Olan. "Reading, Literacy, and English Language Arts Teacher Education." In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_27.

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Xu, Quan, Simmee Chung, and Yi Li. "Teacher Education in English as an Additional Language, English as a Foreign Language and the English Language Arts." In The SAGE Handbook of Research on Teacher Education. SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n36.

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Fleiner, Micha. "5. Interculturality in Foreign Language Teacher Training: Performing Arts Projects Across National, Language and Cultural Borders." In Going Performative in Intercultural Education, edited by John Crutchfield and Manfred Schewe. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098552-007.

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Boche, Benjamin, and Melanie Shoffner. "Connecting Technology, Literacy, and Self-Study in English Language Arts Teacher Education." In Being Self-Study Researchers in a Digital World. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39478-7_5.

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Kosnik, Clare, and Clive Beck. "The Impact of a Preservice Teacher Education Program on Language Arts Teaching Practices." In Making a Difference in Teacher Education Through Self-Study. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3528-4_15.

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Missett, Tracy C., Carolyn M. Callahan, and Cheryll M. Adams. "Using the Clear Curriculum Model's Language Arts Units to Support Professional Learning in Gifted Education." In Best Practices in Professional Learning and Teacher Preparation. Routledge, 2021. http://dx.doi.org/10.4324/9781003233275-13.

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Shulsky, Debby, and Elaine Y. Hendrix. "Rooting the Literacies of Citizenship: Ideas That Integrate Social Studies and Language Arts in the Cultivation of a New Global Mindset." In Rethinking Social Studies Teacher Education in the Twenty-First Century. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22939-3_6.

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Sánchez, Rebecca M., Karla V. Kingsley, Amy Sweet, et al. "Towards Social Justice Through Arts and Language-Based Learning." In Integrating Social Justice Education in Teacher Preparation Programs. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5098-4.ch005.

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The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The program integrates interdisciplinary arts-based approaches and culturally sustaining language acquisition strategies throughout the teacher education experience. TECLA conceptualizes social justice through a sociohistorical lens. Social justice is experienced when all people have equitable access to meaningful opportunities to participate in and (re)shape the social structures in which they live and work. TECLA relies on an expanded definition of social justice that includes building on students' home cultures, languages, and experiences to design rigorous educational experiences.
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Pasternak, Donna L. "Integrating Technology Into the English Language Arts." In Integrating Technology in English Language Arts Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429433689-1.

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Conference papers on the topic "Language arts|Teacher education"

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Antipova, Alla M. "The Russian Language Arts Teacher As A Socio-Cultural Phenomenon." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.11.

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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. P
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Rochsantiningsih, Dewi. "Exploring Language Teacher Roles as Teacher Identity." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.002.

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Jannatussholihah, Siti, and Sugirin. "English Teacher Readiness in the Era of Disruption." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.007.

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Perevertkina, Marina. "ENGLISH LANGUAGE TEACHERS� PROFESSIONAL DIGITAL COMPETENCE: A FOCUS ON TEACHER EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.032.

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Hartono, Rudi, Bambang Purwanto, and Seful Bahri. "Increasing Teachers’ Productivity in Writing Course Book through One Book One Teacher Program." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.014.

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Ju, Changzhen. "Exploration of College English Language Teacher from the Perspective of Communication Science." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.61.

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Yogatama, Timotius Tri, and Teguh Setiawan. "The Realization of Imperative Politeness of Indonesian Language Teacher in Teaching Learning Process in Krista Citra Parakan Junior High School." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.049.

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Gong, Liping. "Under the background of network influence the bottleneck of our country university foreign language teacher professional development and the sustainable path." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.232.

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Reports on the topic "Language arts|Teacher education"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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