Teacher Education/Professional Learning

Teacher Education/Professional Learning

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

 

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

 

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. Retrieved from 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

 

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

“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

 

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

 

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

 

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

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.

 

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

 

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

 

“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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The views expressed on this website and contained within featured documents are solely those of the author(s) and artist(s) and do not reflect the views of the Department of Language & Literacy Education, The College of Education, or The University of Georgia.