Teaching

Teaching

Ctrl F: A Scholar’s Tips for Delving into the World of Creative Writing

Berchini, C. (2016). Ctrl f: A scholar’s tips for delving into the world of creative writing. Journal of Language and Literacy Education, 12(2), 1-8. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/1-8_JoLLE2016_185_Berchini.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

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

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

“But She Didn’t Scream”: Teaching About Sexual Assault in Young Adult Literature

Colantonio-Yurko, K. C., Miller, H., & Cheveallier. (2018). “But she didn’t scream”: Teaching about sexual assault in young adult literature. The Journal of Language and Literacy Education 14(1), 1-16. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Coloantonio-Yurko_JoLLE2018.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.

Identifying Promising Literacy Practices for Black Males in P-12 Classrooms: An Integrative Review

Husband, T., & Kang, G. (2020). Identifying promising literacy practices for black males in P-12 classrooms: An integrative review. Journal of Language and Literacy Education, 16(1), 1-34. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Husband_JoLLE2020.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

#Twitter: A Pedagogical Tool in the High School Classroom

Loomis, S. (2018). #Twitter: A pedagogical tool in the high school classroom. Journal of Language and Literacy Education, 14(1), 1-10. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Loomis_JoLLE2018.pdf

Wading Through It: Balancing Opposing Tensions via Effective Literacy Coaching

Neher, A. (2007). Wading through it: Balancing opposing tensions via effective literacy coaching. Journal of Language and Literacy Education, 3(1), 65-70. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Neher-A..pdf

Coaching Conversations for Beginners

Paramore, T. (2007). Coaching conversations for beginners. Journal of Language and Literacy Education, 3(1), 71-81. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Paramore-T..pdf

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

Participatory Literacy Learning in an African Context: Perspectives From the Ombaderuku Primary School in the Arua District, Uganda.

Ngaka, W. & Masaazi, F. M. (2015). Participatory literacy learning in an African context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda. Journal of Language and Literacy Education, 11(1), 89-108. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/NgakaMasaazi_Final-.pdf

21st Century Literacies in the Classroom: Creating Windows of Interest and Webs of Learning

Seglem, R., Witte, S., & Beemer, J. (2012). 21st Century Literacies in the Classroom: Creating Windows of Interest and Webs of Learning. Journal of Language and Literacy Education, 8(2), 47-65. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/10/21st-Century-Literacies-in-the-Classroom.pdf

The Challenge of Moving Beyond the Literal in Literature Discussion

Serafini, F., & Ladd, S. M. (2008). The challenge of moving beyond the literal in literature discussions. Journal of Language and Literacy Education, 4(2), 6-20. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/challenge.pdf

Primary Teachers’ Explorations of Authentic Texts in Trinidad and Tobago

Seunarinesingh, K. (2010). Primary teachers’ explorations of authentic texts in Trinidad and Tobago. Journal of Language and Literacy Education, 6(1), 40-57. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Seunarinesingh_explorations2010.pdf

Wondering about NCLB

Shannon, P. (2005). Wondering about NCLB. Journal of Language and Literacy Education, 1(1), 20-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Shannon.pdf

“That Just Really Knocks Me Out”: Fourth Grade Students Navigate Postmodern Picture Books Swaggerty, E. (2009). “That just really knocks me out”: Fourth grade students navigate postmodern picture books. Journal of Language and Literacy Education, 5(1), 9-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Swaggerty-E.pdf

Entering the conversation: The literacy coaching special issue

Van Cleave, J. & Dailey, L. B. (2007). Entering the conversation: The literacy coaching special issue. Journal of Language and Literacy Education, 3(1), 1-5. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Van-Cleave-J.-Daily-L..pdf

When Guided Reading Isn’t Working: Strategies for Effective Instruction

Wall, H. When guided reading isn’t working: Strategies for effective instruction. Journal of Language and Literacy Education, 10(2), 131-141. Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Wall-When-Guided-Reading-Isnt-Working.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

Play and Learning with KAHOOT!: Enhancing Collaboration and Engagement in Gradue 9-16 through Digital Games

Zucker, L., & Fisch, A. A. (2019). Play and learning with KAHOOT!: Enhancing collaboration and engagement in grades 9-16 through digital games. Journal of Language and Literacy Education, 15(1), 1-15. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/ZuckerFisch_JoLLE2019.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.

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