Index
Self-Study of Language and Literacy Teacher Education Practices
ISBN: 978-1-78754-538-0, eISBN: 978-1-78754-537-3
ISSN: 1479-3687
Publication date: 2 August 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Self-Study of Language and Literacy Teacher Education Practices (Advances in Research on Teaching, Vol. 30), Emerald Publishing Limited, Leeds, pp. 283-288. https://doi.org/10.1108/S1479-368720180000030020
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Academic diversity
, 123, 128
Akkerman, S. F.
, 58
Al Khaili, M. K.
, 204
The American Dream Is Emigrating (Nicholas Kristof)
, 152
Autobiographical self-studies
data construction and analysis
, 23–25
development as a literacy teacher
, 25
episodes, analysis of
, 25–34
in-service teacher education and professional development
, 30
martial arts, connecting students through
, 28–29, 32
transition from science teacher to literacy teacher
, 24–25
Bakker, A.
, 58
Berry, A.
, 69
Bilingual education
, 43–44
Bilingual Education Act
, 1968, 224
Bilingual learners (BLs), effectiveness of SEI preparation for
data sources and data analysis
, 248–249
findings
participant perspectives
, 253–257
practitioner perspectives
, 249–253
implications
, 258
insights
, 257–258
research design
, 245–248
participants
, 247–248
practitioners’ intentions and interpretations
, 245–246
SEI course, description of
, 246–247
theoretical frameworks
, 243–245
Bilingual preservice teachers
, 206–207
Bismilla, V.
, 217
Boundary-cross learning
, 58–59
Brock, M. E.
, 180
Bunch, G. C.
, 148, 157, 160
Chalk Talk activity
, 65, 68
Cho, J.
, 157
Clavijo, Amparo
, 48
Cochran-Smith, M.
, 90
Collaborative Inquiry Project
, 233–234
Collaborative research
, 41, 44, 49, 51
Collaborative self-study approaches, importance of
, 69–70
Collective reflective texts
, 60
Colombian language teachers’ awareness of local resources
, 38–39
Comber, Barbara
, 44
Common Core State Standards (CCSS)
, 148, 199
Community-based pedagogies (CBPs)
, 41–42, 44–45, 47–48, 51
bilingual education
, 43–44
influence of family background
, 42–43
international collaboration
, 43–44
for low socioeconomic and culturally diverse students
, 41–42, 44
MA program
, 47
Coulby, D.
, 169
Critical literacy
, 206
Cross-conversational texts
, 60
Cross-disciplinary collaborative teaching
, 119, 136–138
Culturally and linguistically diverse (CLD) learners
, 146
Culturally responsive pedagogy
, 205–206
Digital literacy autobiographies
, 215
Disciplinary cultures
, 116, 119, 132, 138
Educational leadership
, 116–119
English language
as additional language (EAL)
, 21
as foreign language (EFL)
, 7, 38, 46–47
learners (ELLs)
, 20, 31, 169, 224
to speakers of other languages (ESOL) program
, 9
teaching (ELT)
, 38
English learners (ELs)
, 146
PK-12
, 146–148, 150–152, 156–158, 160
preparing preservice teachers for rural area
, 147–149
English teacher education in Colombia
, 44–45
European ancestry of Toronto
, 21
Experiential learning
, 156
Fairclough, N.
, 82
Feminist communication theory
, 123–125
Freese, A. R.
, 40
Freire, Paulo
, 43, 225
Fullan, Michael
, 22
Galguera, T.
, 148, 157–158
Globalization, influence on education
, 41
Gonzalez, A.
, 44
Goodman, Kenneth
, 43
Goodman, Yetta
, 43
Hansen-Thomas, H.
, 159
Harre, R.
, 59
Horan, Elizabeth
, 43
Hudelson, Sarah
, 43
Identities-in-practice
, 57
Informal practice-based teacher education
, 34
episodes analysis
, 25–34
in library
, 27–28
martial arts, connecting students through
, 28–29, 32
Inquiry-based teaching and learning
, 94
in CELD teacher preparation programs
, 108, 111
p4cHI approach to
, 98–99, 101, 110
recommendations for teacher educators
, 108–110
role of self-study and online journaling in
, 94
common practices for developing inquiry stance
, 105–106
informing policy work for creative and critical inquiry
, 106–107
intersection of inquiry and context
, 97–98, 103–104
multiple perspectives on translating theory to practice
, 104–105
theoretical framework and research study
data analysis
, 102
data sources and data collection
, 100–102
findings
, 102–107
methodology
, 99–100
research questions
, 99
In-service teacher education and professional development
, 30, 33
Inspiration software
, 31
Instructional intelligence
, 22
Intellectually safe community
, 105
Interaction and target language comprehensibility (I-TLC)
, 264, 270
Intercultural learning and self-study
, 169
indicators of transformation
acquisition of confidence
, 178
approaches of engaging students
, 179–180
behavioral changes
, 178–179
critical reflection and assessment of one’s assumptions
, 177–178
disorienting dilemma
, 176–177
insights and implications
, 180–182
self-study research methodology and transformative learning theory
, 169–172
context
, 172–174
course design
, 173
data source and data analysis
, 174–175
Intercultural Learning Partnership (ILP) project
, 168, 172–176
Jimenez-Silva, M.
, 156
Lagenhove, L.
, 59
Language and literacy teacher
, 19–20
advantages of teaching in southern end of Toronto
, 26
being a literacy coach
, 29–30
in-service teacher education and professional development
, 30, 33
lack of regular classroom
, 22
leadership role of
, 21–22
professional development sessions
, 22–23
teaching experiences
, 30
Language education
, 27–28
Lather, Patti
, 225
Lave, J.
, 57
Learning Plus teachers
, 22
Lee, S.
, 80
Lewis, A.
, 80
Linguistically responsive teaching (LRT)
, 242
framework for
, 243
Linguistic-experiential reservoir
, 126–128
Literacy experts-in-the-making
, 22
Llurda, E.
, 44
Local knowledge, significance in curriculum and teaching
, 38–39, 45
intercultural exchanges
, 43–44, 48
low socioeconomic and culturally diverse students
, 41–42
Loughran, J.
, 70, 147
Love, N.
, 233, 236, 238
McCarty, Theresa
, 43
Mediation in lesson rehearsal
, 264, 267, 271, 274, 278–279
Mezirow, J.
, 177
Moll, Dr. Luis
, 43
Multicultural teacher education courses (MECs)
, 56, 59–70
discursive view of diversity in
, 89–90
importance of social diversity in
, 88
for pre-service teachers
, 59–60
Nota Bene notes
, 177
Novice teacher educators (NTEs)
, 56
boundary-cross learning
, 58–59
in contexts of multicultural education classrooms, study
, 59–70
MEC for pre-service teachers, context
, 59–60
positionality and potential boundaries
, 61–64
use of individual positionalities
, 67–69
Nye, N. S.
, 212
Olson, K.
, 156
Online learning journal
, 94
Pedagogies and policies for linguistic diversity and language development
, 8–11
Pedagogy of teacher education
, 18–19
Peercy, M. M.
, 151, 158
Personal and professional histories as English Teacher Educators
, 41–50
Philosophy for children Hawai‘i (p4cHI)
, 94–95
Practice-based approaches to teacher education
, 33–34
Public education
, 46
EFL in
, 47
“Public Scholarship to Educate Diverse Democracies,”
, 4
Pueblo: Engaging Teachers and Community (PETAC)
, 186
goal of
, 187
Pueblo School District (PSD), self-study work at
, 186–187
aims and objectives
, 187–188
context
, 187
framework
, 188–190
important personal and professional changes
, 195–201
changes in teaching styles
, 197
evolution of teacher education course design
, 197–198
focus on culture and context
, 195–197
professional development of teachers
, 199–200
Project Based Learning (PBL) activities
, 191–193
Pueblo language teachers, professional development of
, 194–195
research design and analysis
, 190–191
Race and racial stereotyping in schools, study of class readings on
classroom context
, 78–79
collaborative discussions
, 82–83
color-blind ideology
, 80
differences between racial ascription and racial identity
, 80
findings
, 83–88
Reflection, significance in S-STEP
, 39–40
Ruiz, Richard
, 43
Rumford, J.
, 212
Russell, T.
, 69
Samaras, A.
, 40
Secondary literacy
, 119–120
Second language teacher education (SLTE)
, 2
pedagogies of
, 3
research
, 6
Self-reflective texts
, 60
Self-study Collaborative Conference Protocol
, 128–130
Self-Study in Teacher Education Practices (S-STEP)
, 2, 38, 147, 243–245
challenges
, 4
connection between personal reflection and action
, 23
knowledge about teacher education practices
, 147
literature
, 2
personal history self-study
, 23–24
scholarship
, 5
self-study as an approach to teacher inquiry
, 40–41
Special Interest Group (SIG) of the American Educational Research Association (AERA)
, 3
value of reflection in
, 39–40
Self-study research
collaborative self-study
, 128–130
significance of
, 137–139
Sharkey, Judy
, 44, 48
Sheltered English instruction (SEI) course, self-study of teaching research in
, 224, 242
design and methodology
, 227–231
theoretical underpinnings
, 225–227
Sheltered instruction observation protocol (SIOP)
, 211
Short, Kathy
, 43
Sleeter, C.
, 90
Sociocritical literacy
, 31
Special education
, 116–117, 120–122
Special Education and Resource Teacher (SERT)
, 27
Systemic functional linguistics (SFL)
, 148
Taylor, E. W.
, 169
Teacher education development with novice teachers
context
, 264–267
self-study of lesson rehearsal practice
collaborative self-study
, 267–271
development of core practices (CP) cycle in rehearsal as a ZPD
, 265–268, 270–272
Teacher education interest section (TEIS) listserv
, 3
Teacher educator development
, 6–8
Teacher preparation program for rural area, study
, 147–149
connecting preservice teachers with international students on campus
, 151–152
Teacher professional development (PD)
, 49–50
Teaching bi/multilingual learners
, 206–207
TESOL (Teachers of English for Speakers of Other Languages)
, 3–4
Third Space-oriented teacher educator
, 32
Tidwell, D. L.
, 160
Tidwell, Deborah
, 76
Toronto, microcosm of
, 21
Toronto District School Board (TDSB)
, 21
TPDP
, 49
Transactional reading and learning theory
, 124–128
Transformative intercultural learning
, 168
Translanguaging
, 207–208
Arabic English book review
, 215
United Arab Emirates (UAE)
educational landscape of
, 208–209
preservice teachers’ English proficiency development
, 214–216
Vertical notion of literacy
, 32
Visual literacy practices
framing
, 122–123
interpretive act of viewing visual texts
, 133–135
textualizing lived experiences to understand teaching practices
, 135–137
visuals as both objects and mediums
, 130–133
Wei, L.
, 208
Wenger, E.
, 57
W.K. Kellogg Foundation
, 186
York Region District School Board (YRDSB)
, 21
Learning Plus program
, 21
Zeichner, K.
, 147, 158
- Prelims
- Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes
- Part I Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process
- The Accidental Teacher Educator: Learning to be a Language Teacher Educator within Diverse Populations
- Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia
- Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Education Teaching
- Discursive Resources in a Multicultural Education Course
- Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study by Four Culturally, Ethnically, and Linguistically Diverse Teacher Educators
- Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study
- Part II Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development
- Preparing Teachers for English Learners in Rural Settings
- Facilitating Preservice Teachers’ Transformation through Intercultural Learning: Reflections from a Self-Study
- Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community
- Sifting Through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers
- Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course
- Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in TESOL Teacher Education
- Moving beyond “Très bien”: Examining Teacher Mediation in Lesson Rehearsals
- Index