Hardin, B.L., & Koppenhaver, D.A. (2016). Flipped professional development: An innovation in response to teacher insights. Journal of Adolescent and Adult Literacy, 60(1), 45-54.
Showing posts with label teacher_education_literacy. Show all posts
Showing posts with label teacher_education_literacy. Show all posts
Inverting instruction in literacy methods courses: Making learning more active and personalized
Zawilinski, L.M., Richard, K.A., & Henry, L.A. (2016). Inverting instruction in literacy methods courses: Making learning more active and personalized. Journal of Adolescent and Adult Literacy, 59(6), 695-708.
Drawing on what we do as readers: Discovering and embedding strategies across the disciplines
Gilles, C., Wang, Y., & Johnson, D. (2016). Drawing on what we do as readers: Discovering and embedding strategies across the disciplines. Journal of Adolescent and Adult Literacy 59(6), 675-684.
Facilitation and teacher behaviors: An analysis of teachers’ video-case discussions
Arya, P., Christ, T., & Chiu, M. (2014). Facilitation and teacher behaviors: An analysis of teachers’ video-case discussions. Journal of Teacher Education, 65(2), 111-127.
Community-based placements as contexts for disciplinary learning: A study of literacy teacher education outside of school
Brayko, Kate. (2013). Community-based placements as contexts for disciplinary learning: A study of literacy teacher education outside of school. Journal of Teacher Education, 64(1), 47-59.
From resistance to advocacy for math literacy: One teacher’s literacy identity transformation.
Spitler, Ellen. (2011/2012). From resistance to advocacy for math literacy: One teacher’s literacy identity transformation. Journal of Adolescent & Adult Literacy, 55(4), 306-315.
What matters most in distinguished literacy teacher education programs
Lacina, Jan, & Block, Cathy Collins (2011). What matters most in distinguished literacy teacher education programs. Journal of Literacy Research, 43(4), 319-351.
To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability
Stillman, Jamy, & Anderson, Lauren (2011). To follow, reject, or flip the script: Managing instructional tension in an era of high-stakes accountability. Language Arts, 89(1), 22-37.
Understanding resistance: Preservice teachers’ discourse models of struggling readers and school literacy tasks
Lesley, Mellinee. (2011). Understanding resistance: Preservice teachers’ discourse models of struggling readers and school literacy tasks. Journal of Adolescent & Adult Literacy, 55(1), 25-34.
Preservice teachers as kidwatchers: Learning to observe and document how children read
Liwanag, Maria Perpetua Socorro U., & Kim, Koomi. (2011). Preservice teachers as kidwatchers: Learning to observe and document how children read. Talking Points, 22(2),15-21.
Building bridges to connect whole language theory and practice in literacy education.
Pollack, H. (2009). Building bridges to connect whole language theory and practice in literacy education. Talking Points, 21(1), 5-10.
Building bridges to connect whole language theory and practice in literacy education.
Pollack, H. (2009). Building bridges to connect whole language theory and practice in literacy education. Talking Points, 21(1), 5-10.
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