Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?

2009 ◽  
Vol 42 (5) ◽  
pp. 458-463 ◽  
Author(s):  
R. Malatesha Joshi ◽  
Emily Binks ◽  
Lori Graham ◽  
Emily Ocker-Dean ◽  
Dennie L. Smith ◽  
...  
Keyword(s):  
Phonemic Awareness ◽  
Text Comprehension ◽  
Teacher Educators ◽  
Relevant Information ◽  
Reading Education ◽  
College Courses ◽  
Inaccurate Information ◽  
Instructional Procedures ◽  
National Reading Panel ◽  
Education Courses

Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

scholarly journals Stillelesing i norskfaget – pustepause for læreren eller veiledningsøkt i lesing?

2016 ◽  
Vol 10 (3) ◽  
pp. 2
Author(s):  
Ingvill Krogstad Svanes
Keyword(s):  
Primary School ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Oral Reading ◽  
Text Comprehension ◽  
Instructional Support ◽  
Silent Reading ◽  
Oral Feedback ◽  
Men I ◽  
National Reading Panel

Denne studien undersøker hva fire lærere på barnetrinnet gjør når elevene leser stille. Stillelesing er en vanlig aktivitet i norske klasserom, men kunnskapen om hva læreren gjør i denne tiden og hvordan hun veileder faglig, er begrenset. Studien ønsker å bidra til økt viten om dette. For å belyse lærerens rolle under stillelesing, kombinerer studien forskning på stillelesing fra amerikanske klasserom med forskning på læreres tilbakemeldinger når elevene leser. De fire lærerne arbeider på 3. trinn. De er observert i en uke hver, og materialet består av videoopptak fra stillelesingsstundene i den uka lærerne er observert. Videoopptakene analyseres i lys av de fem grunnpilarene for leseopplæring (National reading panel, 2000): fonologisk bevissthet, avkoding, ordforråd, flyt og leseforståelse. Studien viser at lærerne bruker tiden under stillelesing svært forskjellig. To av lærerne bruker det aller meste av tiden på å høre på elevene lese og veilede dem faglig. De to andre lærerne bruker den største delen av tiden på organisering eller annet forefallende arbeid der de ikke kommuniserer med elever, for eksempel å rydde i klasserommet. Gjennom næranalyser av lærernes faglige veiledning finner studien at lærerne veileder i alle de relevante grunnpilarene for leseopplæring, men i ulik grad. Lærerne varierer også i hva slags type tilbakemeldinger de gir, og de bruker både ‘endelige’ tilbakemeldinger og ‘støttende’ tilbakemeldinger. Lærerne varierer veiledningen i større grad enn tidligere klasseromsstudier tilsier. Det kan imidlertid se ut som at lærere ville tjene på en bevisstgjøring rundt stillelesing som undervisningstid, og om ulike typer tilbakemeldinger.Nøkkelord: stillelesing, muntlige tilbakemeldinger, leseopplæring, barnetrinnet, norskfagetAbstractThis study explores what four teachers in primary school do when the pupils read silently. Silent reading (independent reading) is a common activity in Norwegian classrooms, but the knowledge about what the teacher does during this time and how she provides instructional support, is limited. This study aims to increase knowledge about this. To illuminate the teacher’s role during silent reading, the study combines research on silent reading with research on teachers’ feedback during oral reading. The four teachers are observed one week each, and the material consists of video recordings from the silent reading periods. The recordings are analyzed in light of the five pillars of reading instruction (National reading panel 2000): phonemic awareness, phonics, fluency, vocabulary and text comprehension. The study shows that the teachers spend the time during silent reading very differently. Two of them mostly spend the time on listening to the pupils read and on instructional support. The other two spend most time on organizing, or for instance tidying. Through close analyses of the teachers’ instructional support, the study finds that the teachers support the pupils in all the relevant pillars of reading instruction, but to a different degree. The teachers also vary in what kind of feedback they provide, using both ‘terminal’ and ‘sustaining’ feedback. The teachers vary their instructional support more than previous classroom studies have indicated. It looks, however, as if the teachers could profit on increased awareness about silent reading as teaching and about different kinds of feedback.Keywords: silent reading, oral feedback, reading instruction, primary school, Language arts

Digital Resources for Mathematics Teachers

2017 ◽  
pp. 489-510
Author(s):  
Janine M. Viglietti ◽  
Deborah Moore-Russo
Keyword(s):  
Mathematics Education ◽  
World Wide Web ◽  
Mathematics Teachers ◽  
World Wide ◽  
Teacher Educators ◽  
Relevant Information ◽  
Habits Of Mind ◽  
Digital Resources ◽  
The World ◽  
Digital Landscape

With the increased push for digital resources in mathematics education, it is increasingly necessary to develop the skills needed to navigate the ever-changing digital landscape of the World Wide Web. The purpose of this chapter is three-fold. First, we help the reader develop a better understanding of the digital landscape through discussion of the contributors and contributions of the entities developing digital resources in the field of mathematics education. Second, we consider means to successfully navigate the digital landscape by developing a better understanding of the machinations of the tools that are commonly used to seek out digital resources. Finally, we consider ways the reader can become more intelligent consumers of digital resources. We synthesize knowledge of stakeholders, resources, and search tools to help teachers and teacher educators develop the habits of mind that will help them seek out quality resources and relevant information in much in the same way as researchers do.

Incorporating Social Justice Into Science Teacher Education Courses

2020 ◽  
pp. 208-224
Author(s):  
Seema Rivera ◽  
Amal Ibourk
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teaching For Social Justice ◽  
Education Courses

In this chapter, the authors cover the importance and challenges of incorporating teaching for social justice in science teacher education courses. The chapter starts by providing an overview of the literature on social justice, specifically in science education, and define the terms social justice, equity, and diversity. Then, the authors, who are teacher educators from under-represented groups, share their own experiences about what led them to do social justice work. In addition, the authors present examples from their courses with their preservice teachers and instructional strategies they used. The chapter concludes with recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

2019 ◽  
Vol 29 (2) ◽  
pp. 22-37
Author(s):  
Samuel Escalante
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Students ◽  
Teachers Beliefs ◽  
Basic Qualitative Study ◽  
Education Courses

Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues.

scholarly journals Walking the Walk: Democratizing Change in Teacher Education

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Kim Beasy ◽  
Mary Ann Hunter ◽  
David Hicks ◽  
Darren Pullen ◽  
Peter Brett ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education For Sustainability ◽  
Agents Of Change ◽  
Trauma Informed ◽  
Social Environmental ◽  
Trauma Informed Practice ◽  
Cultural Justice ◽  
Education Transformation ◽  
Education Courses

In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.

scholarly journals ‘A HOARY ANTIQUITY OF UNIMAGINED REMOTENESS’: A Historiography of Archaeological Investigations at the Cheddar Gorge, Somerset, UK.

2018 ◽  
Author(s):  
Katie Davenport-Mackey ◽  
Paul Richard Preston
Keyword(s):  
Relevant Information ◽  
Resource Assessment ◽  
Future Research ◽  
Historical Documents ◽  
Sources Of Information ◽  
Inaccurate Information ◽  
The Past

For the most part, histories of the archaeological discoveries in Cheddar Gorge have been based on anecdotal or oral accounts. Such evidence is unreliable and if accepted uncritically may result in the spreading of inaccurate information and the perpetuation of myths that distort our knowledge of the past and ultimately obfuscate future research. Indeed, most histories of the investigations at Cheddar Gorge have been simple uncritical narratives that fail to evaluate the veracity of sources of information as well as the quality of the archaeological information obtained. Therefore, to verify the claims of archaeological discoveries in Cheddar Gorge, the aims of this paper are to undertake a historiographical analysis of archaeological studies and excavation reports and to undertake a resource assessment of the actual archaeology recovered and recorded. This paper, therefore, not only demonstrates that historical documents can provide archaeologically relevant information about past investigations at Cheddar Gorge, but also outlines a more relevant, verifiable, and unbiased history for use by current and future researchers.

Promoting Race Talk With Elementary Preservice Teachers Through Diverse Picture Book Read Alouds

2021 ◽  
pp. 210-234
Author(s):  
Bethany Louise Scullin
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Picture Book ◽  
Read Aloud ◽  
Read Alouds ◽  
Curricular Framework ◽  
The Us ◽  
Elementary Preservice Teachers ◽  
History Of ◽  
Education Courses

The purpose of this chapter is to provide teacher educators with considerations on how to incorporate diverse picture book read alouds into their own education courses in an effort to promote race talk with preservice teachers (PST). The chapter begins by explaining the need for children to talk about race and the resistance of many PST engaging in these important discussions. Next, an explanation is provided of why diverse picture book read alouds may be a catalyst for preservice teachers to engage in race talk. The chapter continues with a description of the developed Race Talk Read Aloud Curricular Framework which includes a Race Talk Text Set. Eight considerations explain how the curricular framework and text set were developed with the purpose of promoting race talk with PST as they read and discussed the history of racism in the US, how it applies to ourselves, and current literacy instruction in our nation's schools.

scholarly journals Teaching Style in the Online Classroom

2011 ◽  
pp. 2067-2076
Author(s):  
Debra Campbell ◽  
Zane Berge
Keyword(s):  
Distance Education ◽  
Teaching Style ◽  
Learning Technologies ◽  
Department Of Education ◽  
College Courses ◽  
Online Classroom ◽  
Long Line ◽  
Online Classrooms ◽  
Education Courses ◽  
Experimental Stage

As with the long line of learning technologies that preceded it, the integration of online classrooms has progressed beyond the experimental stage and entered the mainstream at many colleges and universities. Today, more than three-fourths (76.6%) of campuses offer online course registration, compared to 70.9% in 2002, half in 2001, and a fifth (20.9%) in 1998 (Campus Computing Project Survey, 2003). It should be noted that the larger the institution, the greater the percentage offering distance education courses, with 87% of institutions with over 10,000 students offered distance education in 1997-1998 (U.S. Department of Education, 1999). In addition to classes offered entirely online, it is projected that 50% of all college courses will be hybrids (i.e., include both online and classroom elements) within a decade (Arnone, 2002). Many proponents of online learning see hybrid or blended learning as a way to correct mistakes of the past and to create a new and better form of active learning (Gold, 2001; McDonald & Postle, 1999).

The role of phonemic awareness in second language reading

1998 ◽  
Vol 14 (2) ◽  
pp. 194-215 ◽  
Author(s):  
Keiko Koda
Keyword(s):  
Second Language ◽  
Phonemic Awareness ◽  
Phonological Processing ◽  
Text Comprehension ◽  
First Language ◽  
Second Language Reading ◽  
Decoding Skills ◽  
L2 Processing ◽  
Esl Learners

This study investigates the effects of disparate L1 (first language) alphabetic experience on L2 (second language) phonemic awareness and decoding among ESL (English as a Second Language) readers with alphabetic and nonalphabetic L1 orthographic backgrounds. It was hypothesized that amount of L1 alphabetic experience is causally related to the development of L2 phonemic awareness and decoding skills. The specific objectives were threefold: to compare varying aspects of phonemic awareness among Chinese and Korean ESL learners; to explore the relationship between L2 phonemic awareness and decoding skills;and to examine the extent to which L2 text comprehension is facilitated by phonemic awareness and decoding skills. Data demonstrated that the two groups differed neither in their phonemic awareness nor in decoding;phonemic awareness was differentially related to decoding performance between the groups; and strong interconnections existed between reading comprehension, decoding and phonemic awareness among Korean participants, but no such direct relationships occurred among Chinese. Viewed collectively, these findings seem to suggest that, while differential L1 orthographic experience is not directly associated with L2 phonemic awareness, variations in prior processing experience may engender the use of diverse phonological processing procedures and, thus, account for qualitative differences in L2 processing behaviours.

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