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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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Preston, Courtney. "University-Based Teacher Preparation and Middle Grades Teacher Effectiveness." Journal of Teacher Education 68, no. 1 (2016): 102–16. http://dx.doi.org/10.1177/0022487116660151.

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For over two decades, there have been calls to assess the relationship of the features of teacher preparation programs to teacher effectiveness, to provide guidance for program improvement. At the middle grades level, theory suggests that coursework in educational psychology is particularly important for teacher effectiveness. Using 4 years of data from 15 middle grades teacher preparation programs, this study estimates the relationship of their structural features, that is required elements of coursework and fieldwork, to student achievement gains in math and English/Language Arts. Findings s

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Blanchard, Jay. "Teacher Education and the Integration of Technology: a reading and language arts perspective." Journal of Information Technology for Teacher Education 3, no. 2 (1994): 187–98. http://dx.doi.org/10.1080/0962029940030206.

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Wexler, Jade, Devin M. Kearns, Christopher J. Lemons, et al. "Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms." Exceptional Children 84, no. 4 (2018): 384–402. http://dx.doi.org/10.1177/0014402918771543.

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This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time

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Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiven

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Tobin, Kenneth. "Effects of Teacher Wait Time on Discourse Characteristics in Mathematics and Language Arts Classes." American Educational Research Journal 23, no. 2 (1986): 191–200. http://dx.doi.org/10.3102/00028312023002191.

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Kubanyiova, Magdalena. "Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world." Language Teaching Research 24, no. 1 (2018): 49–59. http://dx.doi.org/10.1177/1362168818777533.

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Language learning happens across many sites of social interactions; those scarred by injustices, conflicts and structural violence as well as those characterized by conviviality of human encounters and acts of welcoming the stranger. This article outlines new directions for language teacher education in this age of ambiguity. I propose that its core task should involve educating ‘responsive meaning makers in the world’, that is, teachers who are critically conscious of the politics of their social worlds while, at the same time, committed to growing their capacity to respond to the particular

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Botes, Philipp. "Sounds in the Foreign Language Lesson." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 1 (2015): 79–85. http://dx.doi.org/10.33178/scenario.9.1.4.

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Modern teaching approaches such as CLIL and various European policies (Council of Europe 2014) promote the vision of a multilingual school where the new European citizen can grow up learning at least two languages besides their mother tongue(s). From the point of view of foreign language teaching, especially interesting is the use of the arts (theatre, drama, music, dance, and fine arts), whether to create a new approach to teaching and learning (Schewe 2013) or to increase the motivation and commitment of the learners (Fleming 2014). In order for schools and teachers to be able to make use of

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West Keur, Rebekah A. "Teacher Expertise: Informing Research and Development in Gifted Education." Gifted Child Today 42, no. 2 (2019): 91–95. http://dx.doi.org/10.1177/1076217518825384.

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This article examines the implementation of an innovative English language arts curriculum from the William and Mary Center for Gifted Education (CFGE) using the perspectives of teachers and its impact on students. The school/university collaborative project between Paradise Valley Unified School District and CFGE is discussed in the hope of highlighting the benefits and modifications of this curriculum. Aspects of the implementation process and teaching and learning outcomes are explored including how we made modifications based on teacher expertise, used workshop and teacher guides to assist

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Cunningham, Anne E., Jamie Zibulsky, Keith E. Stanovich, and Paula J. Stanovich. "How Teachers Would Spend Their Time Teaching Language Arts." Journal of Learning Disabilities 42, no. 5 (2009): 418–30. http://dx.doi.org/10.1177/0022219409339063.

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As teacher quality becomes a central issue in discussions of children’s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors i

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Lavery, Matthew Ryan, Joyce Nutta, and Alison Youngblood. "Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms." Journal of Teacher Education 70, no. 4 (2018): 372–87. http://dx.doi.org/10.1177/0022487117751400.

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Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instr

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Master, Benjamin, Susanna Loeb, and James Wyckoff. "More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction." Educational Evaluation and Policy Analysis 39, no. 3 (2017): 429–47. http://dx.doi.org/10.3102/0162373717691611.

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Evidence that teachers’ short-term instructional effects persist over time and predict substantial long-run impacts on students’ lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers’ value-added to student learning. However, relatively little research has examined how the particular types of knowledge or skills that teachers impart to students contribute to their longer-term success. In this article, we investigate the persistence of teachers’ value-added effects on student learning over multiple school year

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Kedley, Kate E. "Queering the teacher as a text in the English Language Arts classroom: beyond books, identity work and teacher preparation." Sex Education 15, no. 4 (2015): 364–77. http://dx.doi.org/10.1080/14681811.2015.1027762.

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Freitas, André, Fátima Pereira, and Paulo Nogueira. "Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach." Education Sciences 10, no. 12 (2020): 388. http://dx.doi.org/10.3390/educsci10120388.

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In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main pu

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Chang, Sung-min. "How Can Korean Language Arts Teachers Find Happiness? - An explanatory study on reflective teacher education -." Korean Language Education 173 (May 31, 2021): 57–87. http://dx.doi.org/10.29401/kle.173.3.

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Behrens, E. Diane. "Teacher Perceptions of a Consulting Teacher Model for Professional Development." Journal of School Leadership 5, no. 5 (1995): 482–503. http://dx.doi.org/10.1177/105268469500500504.

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Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspec

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Portes, Pedro R., Manuel González Canché, Diego Boada, and Melissa E. Whatley. "Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School." American Educational Research Journal 55, no. 3 (2017): 488–531. http://dx.doi.org/10.3102/0002831217741089.

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This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from ( N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English langu

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Gabinete, Mari Karen Lebumfacil. "TEACHERS’ BELIEFS AND PRACTICES IN ASSESSING THE VIEWING SKILL OF ESL LEARNERS." Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 19. http://dx.doi.org/10.17509/ijal.v7i1.6854.

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This study explored the English/Language Arts teachers’ beliefs and practices in teaching and assessing students’ viewing skills in secondary education in the Philippines. Three secondary teachers in three government-run institutions were surveyed, interviewed and observed regarding their conception of visual literacy. The study revealed that teacher belief is influenced by their early education. In addition, teachers’ ability to teach and assess viewing skills relies not only on teacher training but also on access to technology and availability instrutional materials. The study suggests a cal

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Kendall Theado, Connie. "Metaphors We Teach By: Examining Teacher Conceptualizations of Literacy in the English Language Arts Classroom." Language and Literacy 15, no. 2 (2013): 20. http://dx.doi.org/10.20360/g2b01z.

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This case study used metaphor analysis to gain insight on the conceptualizations of literacy informing six English Language Arts educators’ understanding of the meaning and goals of U.S. literacy education today. While findings indicated literacy’s functional aspect as the most prominent metaphoric conceptualization employed, the teachers’ use of alternate metaphors to highlight the value of literacy learning beyond its pragmatic outcomes suggests that U.S. literacy education reform may be out of step with the pedagogical goals teachers have for their students. The article concludes with a dis

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Chisholm, James S., Jennifer Alford, Leah M. Halliday, and Fannie M. Cox. "Teacher agency in English language arts teaching: a scoping review of the literature." English Teaching: Practice & Critique 18, no. 2 (2019): 124–52. http://dx.doi.org/10.1108/etpc-05-2019-0080.

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Purpose This paper aims to examine ways in which English language arts (ELA) teachers have exercised agency in response to policy changes that have been shaped by neoliberal education agendas that seek to further advance standardization and the primacy of measurability of teaching and learning. Design/methodology/approach The authors posed the following research questions of related literature: Under what conditions, in what ways and to what ends do teachers exercise agency within ELA classroom teaching? Through five stages of systematized analysis, this scoping review of 21 studies maps the e

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Shousha, Amal Ibrahim, Nahed Moussa Farrag, and Abeer Sultan Althaqafi. "Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study." English Language Teaching 13, no. 8 (2020): 46. http://dx.doi.org/10.5539/elt.v13n8p46.

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This research explored the most common writing errors of Science and Arts students of the Foundation year program at a Saudi University that hinder them from achieving their course goals, learning outcomes and becoming efficient writers. The importance of this research stems from the fact that, it is a comparative study that shows the differences in writing errors between Science and Arts students and relates writing difficulties to students&rsquo; background education, family support, level of the language and teacher&rsquo;s feedback techniques. It unveils the causes of writing error

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Cavanna, Jillian M., Lauren Molloy Elreda, Peter Youngs, and James Pippin. "How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence." Journal of Teacher Education 72, no. 1 (2020): 27–41. http://dx.doi.org/10.1177/0022487119897005.

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Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language arts methods course instructors at four large, public research universities, as well as survey data from 305 elementary teaching candidates at those u

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Johnson, Lindy L., and Grace MyHyun Kim. "Experimenting with game-based learning in preservice teacher education." English Teaching: Practice & Critique 20, no. 1 (2021): 78–93. http://dx.doi.org/10.1108/etpc-10-2019-0125.

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Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experi

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Lee, Cheu-Jey. "Native versus Nonnative: A Literacy Teacher Educator’s Story." Language and Literacy 12, no. 1 (2010): 46. http://dx.doi.org/10.20360/g2vc7p.

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This paper presents a story of a nonnative English-speaking teacher educator who prepares native English-speaking pre- and in-service teachers to teach literacy/language arts in elementary school. It portrays what the teacher educator has experienced in exploring the meaning and purpose of literacy education for native speakers. A critical investigation of the teacher educator’s pedagogical practices in relation to his philosophical perspectives stands out as the backbone of the story. Through this investigation, the tension between “native” and “nonnative” is cast in a new light and argued to

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Gilmour, Allison F. "Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders." Journal of Special Education 54, no. 1 (2019): 40–50. http://dx.doi.org/10.1177/0022466919849905.

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Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to

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Awanbor, J. E. "French Language Teacher Trainees Perception of Pedagogical Content Knowledge in French Language." Journal of Educational and Social Research 9, no. 3 (2019): 246–53. http://dx.doi.org/10.2478/jesr-2019-0043.

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Abstract The overall goal of this study was to find out French language teacher trainees perception of pedagogical content knowledge in French language. The study adopted a descriptive survey design. The population comprised of all 415 French undergraduate students’ in the Department of Educational Foundations, Faculty of Education and, the Department of Foreign Languages, Faculty of Arts of a Nigerian University. A total of 108 French students were selected from the population through a simple random sampling technique as the sample for the study. A likert type questionnaire with a four point

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Peters, Scott J., Karen Rambo-Hernandez, Matthew C. Makel, Michael S. Matthews, and Jonathan A. Plucker. "Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year Above Grade Level." Gifted Child Quarterly 61, no. 3 (2017): 229–38. http://dx.doi.org/10.1177/0016986217701834.

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Few topics have garnered more attention in preservice teacher training and educational reform than student diversity and its influence on learning. However, the actual degree of cognitive diversity has yet to be considered regarding instructional implications for advanced learners. We used four data sets (three state-level and one national) from diverse contexts to evaluate how many students perform above grade level in English Language Arts and mathematics. Results revealed that among American elementary and middle school students, 20% to 49% in English Language Arts and 14% to 37% in mathema

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Martinez, Danny C. "Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms." Urban Education 52, no. 5 (2016): 637–66. http://dx.doi.org/10.1177/0042085915623345.

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This article addresses teachers’ uptake of Black and Latina/o youth linguistic repertoires within the official space of an English Language Arts (ELA) classroom and how youth respond to corrective feedback that is focused on the form of their messages, rather than their function. Corrective feedback offered by one Latina teacher indexed larger standard language ideologies that circulate within urban Black and Latina/o schools. I argue that youth’s responses to corrective feedback point to their emerging critical meta-awareness, given their alignment against narrow conceptions of what counts as

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Heller, Rafael. "What is English? Who decides? An interview with Lisa Scherff." Phi Delta Kappan 100, no. 6 (2019): 45–49. http://dx.doi.org/10.1177/0031721719834028.

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In this month’s interview, Kappan’s editor talks with high school English teacher and researcher Lisa Scherff about the ongoing struggle over who gets to define the English language arts curriculum. Dating back to the creation of the subject area, more than a century ago, classroom teachers have advocated for a varied course of study that helps students use language more effectively across a range of contexts. However, explains Scherff, they have always had to contend with college professors, textbook publishers, school boards, and others who’ve sought to constrain the curriculum.

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Skerrett, Allison, and Randy Bomer. "Borderzones in Adolescents’ Literacy Practices." Urban Education 46, no. 6 (2011): 1256–79. http://dx.doi.org/10.1177/0042085911398920.

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This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the students and the teacher in the classroom. The article demonstrates how teachers may affirm the out-of-school literacies of urban students and connect the

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Stearns-Pfeiffer, Amanda. "One educator, four perspectives." English Teaching: Practice & Critique 14, no. 3 (2015): 260–69. http://dx.doi.org/10.1108/etpc-03-2015-0025.

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Purpose – The author of this paper aims to reflect on the past 14 years of English education in the USA and the resulting effects of state standards and standards implementation on secondary English teachers. Design/methodology/approach – Controversy surrounding standards implementation often includes balancing the struggle between teacher autonomy and district-mandated curriculum. The journey described here includes four roles in education: first, an undergraduate in a teacher education program at a state university; second, a classroom teacher learning to create pacing guides based on the st

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Juzwik, Mary M., and Denise Ives. "Small stories as resources for performing teacher identity." Narrative Inquiry 20, no. 1 (2010): 37–61. http://dx.doi.org/10.1075/ni.20.1.03juz.

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This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ, (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a veteran English language arts teacher in the Midwestern United States.

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Richards, K. Andrew R., Thomas J. Templin, Chantal Levesque-Bristol, and Bonnie Tjeerdsma Blankenship. "Understanding Differences in Role Stressors, Resilience, and Burnout in Teacher/Coaches and Non-Coaching Teachers." Journal of Teaching in Physical Education 33, no. 3 (2014): 383–402. http://dx.doi.org/10.1123/jtpe.2013-0159.

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The constructs of role stressors, burnout, and resilience have been the topic of numerous research studies in physical education and education more generally. Specific to physical education, much effort has been devoted to the study of teacher/coach role conflict. However, no prior studies have examined how role stressors, burnout, and resilience experienced by teacher/coaches differ from what is experienced by noncoaching teachers. Using role theory as a guiding framework, this study sought to examine differences in role stressors, burnout, and resilience among teacher/coaches and noncoaching

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Fowler-Amato, Michelle, Kira LeeKeenan, Amber Warrington, Brady Lee Nash, and Randi Beth Brady. "Working Toward a Socially Just Future in the ELA Methods Class." Journal of Literacy Research 51, no. 2 (2019): 158–76. http://dx.doi.org/10.1177/1086296x19833577.

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This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (

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Czura, Anna, and Joanna Pfingsthorn. "The Influence of Short-term International Intensive Programme on Student Teachers’ Perception of Their Future Profession." Anglica Wratislaviensia 54 (November 15, 2016): 35–49. http://dx.doi.org/10.19195/0301-7966.54.3.

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Foreign language teacher training programmes often require student teachers to spend some time in a country where the target language is spoken. While research on the role of study abroad experiences in general teacher education is well documented, investigations dealing with the impact of mobility initiatives on FL teacher education are rather scarce. The present study, based on oral interviews, examines long-term effects of a two-week international workshop, an Erasmus Intensive Programme IP, on student teachers’ perception of their role as FL teachers. The IP aimed at finding ways to incorp

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GUENTHER, LEAH. "“I Must Be Emerald and Keep My Color”: Ancient Roman Stoicism in the Middle School Classroom." Harvard Educational Review 88, no. 2 (2018): 209–26. http://dx.doi.org/10.17763/1943-5045-88.2.209.

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In this essay, Leah Guenther, a middle school teacher on Chicago's South Side, discusses her practice of the ancient philosophy of Stoicism in her classroom, arguing that this misunderstood philosophy with roots in Ancient Greece and Rome has application in today's complicated educational terrain. She explains how she used Stoicism first to improve her own sense of tranquility and then how she used it to add a behavioral awareness component to a rigorous, standards-based English language arts curriculum.

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Lu, Lucia Y. "MOVIES: THE AESTHETIC INTERDISCIPLINARY DEVICE BRIDGING THE DIVERSITY GAP." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 1 (2015): 886–94. http://dx.doi.org/10.24297/jal.v6i1.5178.

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In the course of Exploring Social and Cultural Perspectives on Diversity, a course required for all students of education major, to enhance the teaching of the concepts of multicultural education, and the differentiation of culturally responsive strategies, the author as teacher educator and her students as teacher candidates supplement movies in this course conceptualizing pragmatics, semiotics and aesthetics into literacy education by inviting students of diversity to watch movies, talk about movies, write movies, and act movies. Pragmatics is the study of how language is used for communicat

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Morales, Joanelle, and Nick Bardo. "Narratives of Racial Reckoning: Oppression, Resistance, and Inspiration in English Classrooms." Journal of Culture and Values in Education 3, no. 2 (2020): 138–57. http://dx.doi.org/10.46303/jcve.2020.17.

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This narrative inquiry traces the experiences of five racially and ethnically diverse English Language Arts teachers as they move from their university coursework in a teacher education program to their student teaching and then into their first years teaching in a large urban school district in the Southeast. Through narrative inquiry, these teachers describe how language was/is used as a tool of racial oppression in their professional lives, how language served as resistance to racist discourses in their classrooms, and furthermore how language functioned to inspire through the disruption of

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Knotts, Michelle. "I feel like a hypocrite: a beginning teacher’s disconnect between beliefs and practice." English Teaching: Practice & Critique 15, no. 2 (2016): 221–35. http://dx.doi.org/10.1108/etpc-02-2016-0029.

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Purpose This study aims to examine the lived experiences of a beginning teacher to understand the constraints and possibilities she faces in moving from a critically minded preservice teacher toward a critical educator during her first year of teaching secondary English Language Arts at a public high school in the Southwestern USA. Design/methodology/approach This research was conducted as a qualitative case study. The data set was collected through interviews, documents and observations. Data were analyzed inductively using open coding techniques and grounded theory in order to establish them

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Papay, John P., Martin R. West, Jon B. Fullerton, and Thomas J. Kane. "Does an Urban Teacher Residency Increase Student Achievement? Early Evidence From Boston." Educational Evaluation and Policy Analysis 34, no. 4 (2012): 413–34. http://dx.doi.org/10.3102/0162373712454328.

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Boston Teacher Residency (BTR) is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in the Boston Public Schools (BPS). The authors found that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through Year 5. Initially, BTR graduates for whom value-added performance data are available are no more effective at raising student test scores than other novice teachers in English language arts and les

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Fairbanks, Colleen M., and Mary A. Broughton. "Literacy Lessons: The Convergence of Expectations, Practices, and Classroom Culture." Journal of Literacy Research 34, no. 4 (2002): 391–428. http://dx.doi.org/10.1207/s15548430jlr3404_2.

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This paper examines the experiences that construct classroom culture in one sixth-grade language arts classroom and adolescent girls' negotiation and responses to their experience as class members. Over the course of the year, data were collected through classroom observations, monthly videotapes of class, interviews with the girls as they viewed their participation in class, and a teacher interview. Emergent themes based on analysis of observations and interviews with the girls included the girls' perceptions of their language arts experiences, their sense of themselves as students, being goo

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