Learning to Support Adolescent Literacy
Teacher Educator Pedagogy and Novice Teacher Take Up in Secondary English Language Arts Teacher Preparation
Bibliographic Data
| ID | 8224409 |
|---|---|
| Authors | Sarah Schneider Kavanagh (0000-0002-6645-3542, University of Washington, corresponding author), Emily C Rainey (0000-0002-9882-0095, University of Michigan) |
| Year | 2017 |
| Volume | 54 |
| Issue | 5 |
| Pages | 904-937 |
| Publication date | 2017-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831217710423 |
| OpenAlex | W2624706504 |
| Language | EN |
| Citations received | 37 |
| References cited | 30 |
Disciplinary literacy scholars promote text-based instruction in the service of disciplinary inquiry, and scholars of teacher education promote practice-based preparation for teachers. This study brings these scholarly communities into conversation by investigating how practice orientations in teacher education influence novice teachers’ literacy teaching. We conducted video analyses of teacher education coursework and novice teachers’ classroom instruction in secondary English language arts. Data were collected during a summer institute for novice teachers designed through a partnership between a university and an alternative teacher education program. Analyses revealed that when learning targets for novice teacher participants were explicitly connected to teaching practice through the use of representations, decompositions, and approximations, those targets were more frequently observed in novices’ subsequent classroom instruction
English language · Language arts · Literacy · Mathematics education · Pedagogy · Teacher education · Teacher Preparation · Teaching method · The arts · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology
Enhancing EFL Preservice Teacher Education Through Project-Based Learning
Let the Buyer Beware
Advancing a theory of change in a collaborative teacher education program innovation through universal design for learning
Developing Micro-Teaching with a Focus on Core Practices
Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education
Decomposition and recomposition
Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes
In Search of Deliberate Practice
Sashaying Across Party Lines
Engagement in high‐leverage science teaching practices among novice elementary teachers
Teacher Candidate Preparation for Inclusion
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence
Debriefing conversations as a vehicle for english language art preservice teachers’ co-construction of pedagogical knowledge
Elementary teachers' conceptualizations of classroom discussions across content areas
Practicing inquiry
Examining preservice teachers’ narratives of teaching dialogically
Conceptualizing the work of facilitating practice-embedded teacher learning
Evidence of emergent practice
From coursework to fieldwork
Learning disciplinary literacy teaching
The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity
Teaching content in practice
Saturate, situate, synthesize
From rote to reasoned
Learning to let go
Discussions on another spectrum
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions
Learning in Context and Practicing in Place
Effectiveness Research for Teacher Education
Experimental Evidence on the Robustness of Coaching Supports in Teacher Education
Practicing Justice, Justifying Practice
Preparing in Advance to Respond in-the-Moment
Practicing Responsiveness
Preparing Novice Teachers to Differentiate Instruction
What Constitutes an "Opportunity to Learn" in Teacher Preparation
Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning
The Psychology of Literacy
Chapter 1 Developing Socially Just Subject-Matter Instruction
Doing and Teaching Disciplinary Literacy with Adolescent Learners
Teaching Practice
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Redefining teaching, re‐imagining teacher education
Outline of a Theory of Practice
What Is Disciplinary Literacy and Why Does It Matter
Historical problem solving
Classroom discourse. The language of teaching and learning
Opening Dialogue
Making Interpretation Visible With an Affect-Based Strategy
Disciplinary Literacy in English Language Arts
We Have Never Been Modern
Performance-based Teacher Education
The Turn Once Again Toward Practice-Based Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Core Practices and Pedagogies of Teacher Education
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Keeping It Complex
Toward a Theory of Social Practices
| Unique citing works | 37 |
|---|---|
| Citations per year | 5,29 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 37 |