Teacher Education/Professional Learning

Teacher Education/Professional Learning

Leveraging Digital Spaces for Pre-Service Teachers to Practice Reading and Responding to Student Writing

Barnes, M. E., & Chandler, C. (2019). Leveraging digital spaces for pre-service teachers to practice reading and responding to student writing. Journal of Language and Literacy Education, 15(1), 1-23). Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/BarnesChandler_JoLLE2019.pdf

The Power of Teachers’ Writing Stories: Exploring Multiple Layers of Reflective Inquiry in Writing Process Education

Bausch, L. S. (2010). The power of teachers’ writing stories: Exploring multiple layers of reflective inquiry in writing process education. Journal of Language and Literacy Education, 6(1), 20- 39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Bausch_stories2010.pdf

“How Do I Teach With Hope?”: Enacting Poetry Reading and Writing as a Form of Critical Hope in Classroom Spaces

Beymer, A., Neville, M.L., Wilmot, R., & Watson, V.W.M. (2020). “How do I teach with hope?”: Enacting poetry reading and writing as a form of critical hope in classroom spaces. Journal of Language and Literacy Education, 16(1), 1-9. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Beymer_JoLLE2020.pdf.

The Trouble with Niceness: How a Preference for Pleasantry Sabotages Culturally Responsive Teacher Preparation

Bissonnette, J. D. (2016). The trouble with niceness: How a preference for pleasantry sabotages culturally responsive teacher preparation. Journal of Language and Literacy Education, 12(2), 9-32. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/9-32_JoLLE2016_186_Bissonnette.pdf

The Anatomy of Coaching: Coaching Through Storytelling

Blackstone, P. (2007). The anatomy of coaching: Coaching through storytelling. Journal of Language and Literacy Education, 3(1), 48-58. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Blackstone-P..pdf

Multiliteracies in the classroom: Confronting the Reality of the First Year of Teaching

Boche, B. (2014). Multiliteracies in the classroom: Emerging conceptions of first-year teachers. Journal of Language and Literacy Education, 10(1), 114-135. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Multiliteracies-in-the-Classroom-Boche.pdf

Teaching for Deep Learning in a Second Grade Literacy Classroom

Bogard, T., Consalvo, A. L., & Worthy, J. (2018). Teaching for deep learning in a second grade literacy classroom. Journal of Language and Literacy Education, 14(1), 1-26. Available at http://jolle.coe.uga.edu/wpcontent/uploads/2018/04/Bogard_JoLLE2018-1.pdf

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

Activist Literacies: Validating Aboriginality Through Visual and Literary Identity Texts

Branscombe, M. & Schneider, J. J. (2013). Embodied discourse: Using tableau to explore preservice teachers’ reflections and activist stances. Journal of Language and Literacy Education, 9(1), 95-113. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/embodied-discourse.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

Coaches Coaching Coaches

Burkins, J. & Ritchie, S. (2007). Coaches coaching coaches. Journal of Language and Literacy Education, 3(1), 32-47. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Burkins-J.-Ritchie-S..pdf

Turning Schools Inside Out: Connecting Schools and Communities Through Public Arts and Literacies

Charest, B. C., Bell, L. D., Gonzalez, M., & Parker, V. L. (2014). Turning schools inside out: Connecting schools and communities through public arts and literacies. Journal of Language and Literacy Education, 10(1), 188-203. Available at http://jolle.coe.uga.edu.

Courageous Conversations: Inviting Valued Texts Into the Classroom

Clark, S. P., & Marinak, B. A. (2011). Courageous conversations: Inviting valued texts into the classroom. Journal of Language and Literacy Education, 7(1), 1-12. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_1_clark_marinak.pdf

Mapping a Rhizomatic Ecology of Reading

Cole, L. (2009). Mapping a rhizomatic ecology of reading. Journal of Language and Literacy Education, 5(1), 32-47. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/ColeL.pdf

A Different Kind of Sponsorship: The Influence of Graphic Narrative Composing on ELA Pre-Service Teachers’ Perceptions of Writing and Literacy Instruction

Cook, M. P., & Sams, B. L. (2018). A different kind of sponsorship: The influence of graphic narrative composing on ELA pre-service teachers’ perceptions of writing and literacy instruction. Journal of Language and Literacy Instruction, 14(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Cook_JoLLE2018.pdf

Living and Learning in the Here-and-Now: Critical Inquiry in Literacy Teacher Education

Crawford-Garrett, K. & Riley, K. Living and learning in the here-and-now: Critical inquiry in literacy teacher education. Journal of Language and Literacy Education, 12(2), 33-55. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/33-55_JoLLE2015_179_Crawford-Garrett__Riley.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

De/colonizing Preservice Teacher Education: Theatre of the Academic Absurd

Dénommé-Welch, S., & Montero, M. K. (2014). De/colonizing preservice teacher education: Theatre of the academic absurd. Journal of Language and Literacy Education, 10(1), 136-165. Available at http://jolle.coe.uga.edu/wp-content/uploads/2014/05/Decolonizing-Preservice-Teacher-Education-DenommeMontero.pdf

What are disciplinary literacies in dance and drama in the elementary grades?

Frambaugh-Kritzer, C., Buelow, S., & Simpson Steele, J. (2015). What are disciplinary literacies in dance and drama in the elementary grades? Journal of Language and Literacy Education, 11(1), 65-87. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Frambaugh-Kritzer-et-al2._Final.pdf

“Black Female Teachers are our School Parents!!”: Academic Othermothering Depicted in Multicultural Young Adult Texts

Greene, D.T. (2020). “Black female teachers are our school parents!!”: Academic othermothering depicted in multicultural young adult texts. Journal of Language and Literacy Education, 16(1), 1-19. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Greene_JoLLE2020.pdf.

Disciplinary Literacy: Successes and Challenges of Professional Development

Howell, E., Barlow, W., & Dyches, J. (2021). Disciplinary literacy: Successes and challenges of professional development. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Howell_JoLLE2021.pdf

“So, Like, What Now?”: Making Identity Visible for Pre-Service Teachers

Jimenez, L. M. (2014). “So, like, what now?”: Making identity visible for pre-service teachers. Journal of Language and Literacy Education, 10(2), 68-86, Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Jimenez-So-Like-What-Now.pdf

Critical Literacy as a Tool for Social Change: Negotiating Tensions in a Pre-service Teacher Education Writing Course

Kang, G. & Kline, S. (2020). Critical literacy as a tool for social change: Negotiating tensions in a pre-service teacher education writing course. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Kang_JoLLE2020.pdf

Getting Close to Close Reading: Teachers Making Instructional Shifts in Early Literacy

Kerkhoff, S. N., & Spires, H. A. (2015). Getting close to close reading: Teachers making instructional shifts in early literacy.  Journal of Language and Literacy Education, 11(2), 44-59 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-3-Kerkhof.pdf

Exploding the Wor(l)d: Using Challenging Texts to Reveal the Metacognitive Conversation with Pre-Service Teachers.

Kershen, J. (2018). Exploding the wor(l)d: Using challenging texts to reveal the metacognitive conversation with pre-service teachers. The Journal of Language and Literacy Education 14(1), 1-15. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Lopez-Kershen_JoLLE2018.pdf

Teachers as Researchers of New Literacies: Reflections on Qualitative Self-Study

Kew, B., Given, K., and Brass, J. (2011). Teachers as researchers of new literacies: Reflections on qualitative self-study. Journal of Language and Literacy Education, 7(2), 67-84. Available at http://www.coe.uga.edu/jolle/2011_2/kew_given_brass.pdf

Same Book, Different Experience: A Comparison of Shared Reading in Preschool Classrooms

Kindle, K. J. (2011). Same book, different experience: A comparison of shared reading in preschool classrooms. Journal of Language and Literacy Education, 7(1), 13-34. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_2_kindle.pdf

The Power of Students’ Stories: Narrative Inquiry in English Education

Knight, S. D. (2009). The power of students’ stories: Narrative inquiry in English education. Journal of Language and Literacy Education, 5(1), 48-58.  Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Knight-S.D.pdf

Myths about Critical Literacy: What Teachers Need to Unlearn

Lee, C. J. (2011). Myths about critical literacy: What teachers need to unlearn. Journal of Language and Literacy Education, 7 (1), 95-102. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_7_lee.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

Loud and Clear: Using the Graphic Novel to Challenge the Status Quo in Content Area Literacy

Marlatt, R., & Dallacqua, A. K. (2019). Loud and clear: Using the graphic novel to challenge the status quo in content area literacy. Journal of Language and Literacy Education, 15(1), 1-24. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/05/Marlatt_JoLLE2019.pdf

T.A. as Text

McLean, C.A. (2006). T.A. as text. Journal of Language and Literacy Education, 2(1), 7-18. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/McLean-C..pdf

Tailoring Professional Development to Improve Literacy Instruction in Urban Schools

Oberg De La Garza, T. (2011).Tailoring professional development to improve literacy instruction in urban schools. Journal of Language and Literacy Education, 7(2), 95- 104. Available at http://www.coe.uga.edu/jolle/2011_2/oberg_de_la_garza.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 

Teaching Under Policy Cascades: Common Core and Literacy Instruction

Papola-Ellis, A. (2014). Teaching under policy cascades: Common Core and literacy instruction. Journal of Language and Literacy Education, 10(1), 166-187. Retrieved from http://jolle.coe.uga.edu

The Arts to Encourage Multiple Perspectives and Promote Social Justice

Pinhasi-Vittorio, L. (2013). The arts to encourage multiple perspectives and promote social justice. Journal of Language and Literacy Education, 9(1), 54-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/The-Arts-to-Encourage-Multiple-Perspectives.pdf

Literature Discussion: Encouraging Reading Interest and Comprehension in Struggling Middle School Readers

Pittman, P., & Honchell, B. (2014). Literature discussion: Encouraging reading interest and comprehension in struggling middle school readers. Journal of Language and Literacy Education, 10(2), 118-138. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Pittman-Honchell-Literature-Discussion.pdf

Experiential Learning and Literacy: Preservice Teachers’ Perspectives

Pittman, R. T., & Dorel, T. G. (2014). Experiential learning and literacy: Preservice teachers’ perspectives. Journal of Language and Literacy Education, 10(2), 87-98. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Pittman-Dorel-Experiential-Learning-and-Literacy.pdf

What Teachers Bring: The Intellectual Resources of Adolescent Literacy Educators in an Era of Standardization

Riley, K. (2015). What teachers bring: The intellectual resources of adolescent literacy educators in an era of standardization. Journal of Language and Literacy Education, 11(2), 151-169 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-8_Riley.pdf

Representing Reading: An Analysis of Professional Development Book Covers

Serafini, F., Kachorsky, D., & Goff, M. (2015). Representing reading: An analysis of professional development book covers. Journal of Language and Literacy Education, 11(2), 95-115 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-5_Serafini-FINAL.pdf

Preparing Reading Specialists to be Literacy Coaches: Principles, Practices, Possibilities

Shaw, M. (2007). Preparing reading specialists to be literacy coaches: Principles, practices, possibilities. Journal of Language and Literacy Education, 3(1), 6-17. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Shaw-M..pdf

Activist Literacies: Teacher Research as Resistance to the “Normal Curve”

Simon, R. & Campano, G. (2013). Activist literacies: Teacher research as resistance to the “normal curve.” Journal of Language and Literacy Education, 9(1), 21-39. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Teacher-Research.pdf

Playing a Double Game: Authorial Reading and the Ethics of Interpretation

Smith, M.W. & Rabinowitz, P.J. (2005). Playing a Double Game: Authorial Reading and the Ethics of Interpretation. Journal of Language and Literacy Education, 1(1), 9- 19. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Smith-and-Rabinowitz.pdf

…And a Child Shall Lead Them…

Stanley, E. (2018). …And a child shall lead them…. Journal of Language and Literacy Education, 14(1), 1-10. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/JoLLE2018_Stanley.pdf

Experience is the Best Tool for Teachers: Blogging to Provide Preservice Educators with Authentic Teaching Opportunities

Stover, K., Yearta, L. S., & Sease, R. (2014). Experience is the best tool for teachers: Blogging to provide preservice educators with authentic teaching opportunities. Journal of Language and Literacy Education, 10(2), 99-117. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Stover-Experience-is-the-Best-Tool-for-Teachers.pdf

Moving Toward a Method for YAL in Secondary English Teacher Education

Strickland, T.H. (2020). Moving toward a method for YAL in secondary English teacher education. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Strickland_Jolle2020.pdf

Read, Baby, Read: Developing Content Knowledge to Positively Impact the Practice of Teaching Nonfiction Reading

Sugarman, S. (2011). Read, baby, read: Developing personal content knowledge to positively impact the practice of teaching nonfiction reading. Journal of Language and Literacy Education, 7(2), 22-43. Available at http://www.coe.uga.edu/jolle/2011_2/sugarman.pdf

Seeing and Nurturing Young Children’s Reading Identities

Wagner, C.J. (2020). Seeing and nurturing young children’s reading identities. Journal of Language and Literacy Education, 16(1), 1-14. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Wagner_JoLLE2020.pdf.

Collage Praxis: What Collage Can Teach Us about Teaching and Knowledge Generation

Whitelaw, J. (2021). Collage praxis: What collage can teach us about teaching and knowledge generation. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/05/Whitelaw_JoLLE2021.pdf

“The Power of Our Words and Flesh”: An Experienced Literacy Coach’s Letter to Incoming Educators about the Tranformational Roles of Relationships and the Body in Learning

Woodcock, C. “The power of our words and flesh: An experienced literacy coach’s letter to incoming educators about the transformational roles of relationships and the body in learning.” Journal of Language and Literacy Education, 11(1), 13-33. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Woodcock-Hakeem-final.pdf

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