Curriculum

Curriculum

Meeting of Two Minds: Research-Based Literacy Activities in Practice

Borgia, L. G., & Jackson, J. (2009). Meeting of two minds: Research-based literacy activities in practice. Journal of Language and Literacy Education, 5(1), 74-83. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Borgia-L.G-and-Jackson-J1.pdf

Creating Connections in Foreign Language Education: A Teacher’s Perspective

Bridges, J. (2008). Creating connections in foreign language education: A teacher’s perspective. Journal of Language and Literacy Education, 4(1), 91-97. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Bridges-J..pdf

“We Don’t Wanna Strait-Jacket You”: Community, Curriculum, and Critical Literacy in Urban Debate

Cridland-Hughes, S. (2018). “We don’t wanna strait-jacket you”: Community, curriculum, and critical literacy in urban Ddebate. Journal of Language and Literacy Education, 14(1), 1-30. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Cridland-Hughes_JoLLE0218.pdf

Dwelling in the Spaces Between What Is and What Could Be: The View From a University-based Content Literacy Course at Semester’s End

Damico, J., & Rust, J. (2010). Dwelling in the spaces between what is and what could be: The view from a university-based content literacy course at semester’s end. Journal of Language and Literacy Education, 6(2), 103-110. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Damico_Dwell.pdf

Loss in The English Classroom: A Study of English Teachers’ Emotion Management During Literature Instruction

Dunn, M.B., & Johnson, R.A. Loss in the English classroom: A study of English teachers’ emotion management during literature instruction. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Dunn_JoLLE2020.pdf.

Invisibility: An Unintended Consequence of Standards, Tests, and Mandates

Elish-Piper, L., Matthews, M. W., & Risko, V. J. (2013). Invisibility: An unintended consequence of standards, tests, and mandates. Journal of Language and Literacy Education, 9(2), 4-23. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/11/Invisibility.pdf

Literacy and second language intervention for adult Hebrew Second Language (HSL) Learners

Fanta-Vagenshtein, Y. (2011). Literacy and second language intervention for adult Hebrew Second Language (HSL) Learners. Journal of Language and Literacy Education, 7(1), 79-94. Available at http://jolle.coe.uga.edu/wp-ontent/uploads/2013/03/7_1_6_fanta_vagenshtein.pdf

“These Are Normal People”: White High School Students’ Responses to Interracial Literary Fiction

Findora, J., & Hammond, T.C. (2021). “These are normal people”: White high school students’ responses to interracial literary fiction. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Findora_JoLLE2021-3.pdf

Providing Windows for Non-Minority Readers

Gardner, R. (2008). Providing windows for non-minority readers. Journal of Language and Literacy Education, 4(2), 80-85. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/windows.pdf

Pursuing a Foreign Language Education: A Current Student’s Perspective

Marcott, P.F. (2008). Pursuing a foreign language education: A current student’s perspective. Journal of Language and Literacy Education, 4(1), 83-90. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Marcott-P.F..pdf

“The Voice Lies Within Them”: Teacher Candidates’ Conceptions of Literacy and Social Justice Pedagogy

Marlatt, R., & Barnes, M.E. (2021). “The voice lies within them”: Teacher candidates’ conceptions of literacy and social justice pedagogy. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Marlatt_JoLLE2021.pdf

The Importance of Being Heard: Responses of One First Grade Class to the Representation of AAVE in Picture Books

McCreight, J. (2011). The importance of being heard: Responses of one first grade class to the representations of AAVE in picture books. Journal of Language and Literacy Education, 7(1), 35-48. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_3_mccreight.pdf

Integrating diversity and cultural education into literacy

Pan, P. (2006). Integrating diversity and cultural education into literacy. Journal of Language and Literacy Education, 2(1), 19-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Pan-P..pdf

Less than One Percent is Not Enough: How Leading Literacy Organizations Engaged with Climate Change from 2008 to 2019

Panos, A., & Damico, J. (2021). Less than one percent is not enough: How leading literacy organizations engaged with climate change from 2018-2019. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Whitelaw_JoLLE2021.pdf 

Using the Classics to Speak to the World: A New Teacher’s Perspective

Pickens, C. (2008). Using the Classics to speak to the world: A new teacher’s perspective. Journal of Language and Literacy Education, 4(1), 98-103. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Pickens-C..pdf

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