A Math-Box Tale

2012 ◽  
Vol 18 (7) ◽  
pp. 418-425
Author(s):  
Catherine J. Nelson
Keyword(s):  
Elementary School ◽  
Children's Literature ◽  
Teacher Candidates ◽  
Children’S Literature

Collaboration between a university and an elementary school gives teacher candidates the chance to present and reflect on math lessons that include the use of children's literature and manipulatives.

Supporting Teacher Candidates as Social Justice Change-Makers

2021 ◽  
pp. 398-421
Author(s):  
Anne Homza ◽  
Tiffeni J. Fontno
Keyword(s):  
Social Justice ◽  
Children's Literature ◽  
Teacher Candidates ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Children’S Literature ◽  
Shared Goal ◽  
Support Teacher ◽  
Future Work

Critical consciousness, teacher agency, intellectual freedom, and equity-informed practices are vital aspects of a collaboration between a faculty member and an educational librarian, whose shared goal is to support teacher candidates' capacity to use diverse children's literature to teach for social justice. In this chapter, teacher educator Homza and head librarian Fontno share ways to help teacher candidates use diverse children's literature to develop their own critical consciousness, explore issues of equity, and teach for social justice in their future classrooms. Grounding their work in conceptual frameworks, the authors discuss their positionalities, how the literature collection is built, and course activities that use diverse children's literature. Teacher candidates' reflections suggest that these efforts have an impact on their critical consciousness and capacity to engage in the challenging work of transformative pedagogy. The authors share implications for other teacher educators and librarians and questions to explore in future work.

Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

2021 ◽  
pp. 460-481
Author(s):  
Erin Hogan Rapp ◽  
Melissa Landa
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Collective Case Study ◽  
Asking Questions

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

Links to Literature: Using Literature to Investigate Transformations

1998 ◽  
Vol 4 (9) ◽  
pp. 510-513
Author(s):  
Jacqueline Harris
Keyword(s):  
Elementary School ◽  
Children's Literature ◽  
Problem Solving ◽  
Everyday Life ◽  
Mathematical Problem ◽  
Children’S Literature ◽  
School Curriculum ◽  
Mathematical Problem Solving

I am always looking for children's literature to make and enrich connections to the elementary school curriculum. In particular, books and stories that use mathematical problem solving not only engage children in the narrative but also give them opportunities to see how mathematics is used in everyday life. A Cloak for the Dreamer by Aileen Friedman (1994) investigates relationships among shapes and, at the same time, tells a wonderful story.

scholarly journals Character Based Text for Development on V Grade Students of Elementary School

2019 ◽  
Vol 3 (2) ◽  
pp. 358-370
Author(s):  
Burhanuddin Habibi Nasution ◽  
Abdul Rahman ◽  
Syahnan Daulay
Keyword(s):  
Elementary School ◽  
Children's Literature ◽  
Social Science ◽  
Organizational Behavior ◽  
Character Education ◽  
Children’S Literature ◽  
Moral Character

Amrullah, I., Imayah. (2019). Building students’ characters through character education and religiousity values in Syair Kitab Ta'lim Muta'allim. Jurnal AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 3(1), 53—65. doi:  https://doi.org/10.21009/AKSIS.030106 Cohen, T.R., & Morse, L. (2014). Moral character: What it is and what it does. In A.P. Brief & B.M. Staw (Eds.), Research in Organizational Behavior. Elsevier. Retrieved from https://www.researchgate.net/publication/264000952_Moral_character_What_it_is_and_what_it_does Danandjaja, J. (1999). Folklor Indonesia, Ilmu Gosip, Dongeng, dan Lain-Lain. Jakarta: Grafiti. Dani, E.D. (2013). Pembentukan karakter anak melalui kegiatan mendongeng. .Jurnal Humanika, 17(1), 91—124. doi: 10.14710/humanika.17.1 Effendi, R. (2017, May 10). Hukum berat pembunuh keponakanku. Waspada, p. 5. Klein-Ezell, C., Ezell, D., Stanley, S.P., & Powell, S.E. (2014). Character education using children’s literature, puppets, magic tricks and balloon art. International Journal of Humanities and Social Science, 4(14), 1—15. Lickona, T. (2012). Character Matters. Jakarta: Bumi Aksara. Muslich, M. (2011).   Pendidikan  Karakter  Menjawab  Tantangan   Krisis  Multidimensional. Jakarta: Bumi Aksara. Purwahida, R. (2017). Interaksi sosial pada kumpulan cerpen Potongan Cerita di Kartu Pos karangan Agus Noor dan implikasinya terhadap pembelajaran sastra di SMA. Aksis: Jurnal Pendidikan Bahasa dan Sastra Indonesia 1(1). 118-134. doi: doi.org/10.21009/AKSIS.010107   Purwahida, R. (2018). Problematika Pengembangan Modul Pembelajaran Baca Tulis Anak Usia Sekolah Dasar. Aksis: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2(1). 118-134. doi: doi.org/10.21009/AKSIS.020108. Sibarani, R. (2012). Local Wisdom: Hakikat, Peran, dan Metode Tradisi. Jakarta: ATL. Sugiyono. (2014). Metode Penelitian dan Pengembangan (Research and Depelopment: R&D). Bandung: Alfabeta. Sukmawan, S. (2016). Ekokritik Sastra: Menanggap Sasmita Arcadia. Malang: Universitas Brawijaya Press. Sulistyawati, Sri, Risnawaty, & Purba, N. (2015). Model pembentukan karakter bangsa terhadap siswa SMA dalam mengantisipasi pencegahan tindak pidana korupsi di Sumatera Utara. Laporan Penelitian Tahap I: Unggulan Perguruan Tinggi. Medan: UMN Al Washliyah. Syaifuddin, W. (2016). Pemikiran Kreatif & Sastra Melayu Tradisi. Yogyakarta: Gading. Turan, F., & Ulutas, I. (2016). Using storybooks as character education tools. Journal of Education and Practice, 7(15), 169—176. Wardani, Y. F. & Suhita, S. (2018). Nilai Pendidikan Karakter dalam Novel Rindu Karangan Tere Liye: Tinjauan Psikologi Karakter. Aksis: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2(2). 247-273. doi: doi.org/10.21009/AKSIS.020207

Selecting Diverse Literature for Interactive Read-Alouds

2021 ◽  
pp. 525-544
Author(s):  
Tiffany Watson ◽  
Jennie L. Jones
Keyword(s):  
Children's Literature ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Read Aloud ◽  
High Quality ◽  
Reading And Writing ◽  
Course Assessment ◽  
Scaffolded Instruction ◽  
Teaching Of Reading ◽  
Writing Course

The purpose of this chapter is to explain how a course, Teaching of Reading and Writing, uses its key course assessment to enhance preservice teacher candidates' appropriation of diverse children's literature. In this chapter, the authors provide an overview of the Teaching of Reading and Writing course and the key course assessment, an interactive read-aloud with a diverse book. Additionally, the authors provide a rationale for why exploring and using high-quality diverse literature is intentionally embedded within the assignment. The chapter also includes a description of how the authors support their teacher candidates' appreciation of diverse children's literature through scaffolded instruction and text evaluation. The authors share their candidates' experiences with the interactive read-aloud as well as successes, challenges, and next steps for this assignment.

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