Learning About English Learners' Content Understandings Through Teacher Inquiry
Focus on Writing
Bibliographic Data
| ID | 12794676 |
|---|---|
| Authors | Steven Z Athanases (0000-0002-1839-9000, corresponding author), Juliet Michelsen Wahleithner (0000-0002-2181-0905), Lisa Bennett (0000-0003-4824-2159), Lisa H Bennett |
| Year | 2013 |
| Volume | 9 |
| Issue | 4 |
| Pages | 304-327 |
| Publication date | 2013-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2013.841506 |
| OpenAlex | W2110496636 |
| Language | EN |
| Citations received | 6 |
| References cited | 32 |
Writing is central to academic development, permeates content area coursework and serves as both a vehicle for and a display of learning. For English learners (ELs), writing poses challenges, and teachers need preparation in how to understand and respond to these. This study reports 5 teacher inquiry processes that preservice teachers in one teacher education program used to learn more about their ELs and their writing performances, strengths, learning, preferences, and needs. The inquiry processes provided opportunities to develop knowledge of content and students (Ball, Thames, & Phelps, 2008), a key subdomain of the knowledge base of effective teaching
Coursework · Knowledge base · Mathematics education · Pedagogy · Teacher education · Teacher Preparation · Teaching method · Computer Science · Education and Critical Thinking Development · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching
Developing as an agentive bilingual teacher
Translanguaging in bilingual teacher preparation
Saturate, situate, synthesize
A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners
Linguistically Responsive Teaching in Preservice Teacher Education
Teacher Education and the Struggle for Social Justice
The Language of Schooling
Unveiling Professional Development
Professional Growth Among Preservice and Beginning Teachers
The reflective practitioner
Handbook of teaching and policy
Misconceptions About Teaching English‐language Learners
From Preservice to Practice
Learning to advocate for educational equity in a teacher credential program
Content-area teachers and scaffolded instruction for English language learners
Understanding our learners and developing reflective practice
Concerns of Teachers
Uninvited Guests
Variation in Teacher Preparation
Situated learning theory and the pedagogy of teacher education
Knowledge and Teaching
Situated Cognition and the Culture of Learning
Beyond the Methods Fetish
Graduates' Reports of Advocating for English Language Learners
Linguistically Responsive Teacher Education
Content Knowledge for Teaching
Bridging Practices
| Unique citing works | 6 |
|---|---|
| Citations per year | 0.67 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |