Narrative As Writing And Literacy Pedagogy For Preservice Elementary Teachers

This book shows how teaching writing to young children can transform them into academic students that are self-aware of their own identity and expression, while being conscious of their surrounding group cultures by employing narrative as a writing process.

""I just cannot write" or "I am not a good writer" are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, the author argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write. The author explains how teaching and regular practicing of how to write from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process. Good writers are not born that way, but made through effort and practice. Changes in the U.S. curriculum may not only lead to better-expressed citizens, but also to a more equal society in which both teachers and children have a voice"--

What is the value of picture books in educating a diverse society? This collection of original essays explores how preservice teachers from faculties of education across Canada engage with issues of diversity and national identity as represented in children’s picture books. Based on research drawn from education courses and student teaching experiences, the book illustrates new and culturally relevant approaches to curricula that meet the needs of increasingly diverse student bodies. The volume focuses on picture books as a central body of texts, drawing on recent reading theory and exploring the implications of bringing the works into school classrooms. Together, the essays offer a unique cross-Canada perspective on how picture books can help students and teachers explore identities, uncover personal and national histories, and locate a sense of place.

Second Language Writing in Elementary Classrooms focuses on L2 writing in elementary classrooms. It features chapters that highlight research in elementary classrooms focused on the writing development of multilingual children, and research in teacher education to prepare elementary teachers to teach L2 writing and address L2 writers' needs.

Language and Society is the fifth volume of the Readings in Language Studies series published by the International Society for Language Studies, Inc. Edited by Paul Chamness Miller, Hidehiro Endo, John L. Watzke, and Miguel Mantero, volume five sustains the society's mission to organize and disseminate the work of its contributing members through peer-reviewed publications. The book presents international perspectives on language and society in three thematic sections: teaching practices & pedagogy, policy, and culture. A resource for scholars and students, Language and Society represents the latest scholarship in new and emergent areas of inquiry.

This volume reports the work of the American Educational Research Association's Panel on Research and Teacher Education.It offers a synthesis of research on teacher education policies and practices in the US and an agenda for future research.

Rehabilitation professionals working with students with disabilities and the families of those students face unique challenges in providing inclusive services to special education student populations. There needs to be a focus on adaptive teaching methods that provide quality experience for students with varying disabilities to promote student success and inclusivity. Critical issues within these practices span autism, diverse students, gifted education, learning disabilities, behavioral and emotional disorders, and more. With having many different types of students with vastly different situations, it is important for rehabilitation professionals to understand the best practices and learning systems for special education students who have a wide range of needs and challenges. The Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices focuses on the issues and challenges rehabilitation professionals face in special education and how they can provide inclusive and effective services to diverse student populations. This book highlights topics such as culturally responsive teacher preparation, artificial intelligence in the classroom, universal design, inclusive development, and school rehabilitation and explores the effects these newfound practices in education have on various types of students with disabilities. This book is essential for special education teachers, administrators, counselors, practitioners, researchers, academicians, and students interested in the new methods, theories, and solutions for the best practices in inclusive and effective special education.

My research entails examining and interrogating the literacy narratives written by six preservice secondary English teachers before their first semester of teaching. After writing their literacy narratives, these teachers worked together in two focus groups to consider, celebrate, and interrogate their memories they recorded in their narratives. They shared conversations which focused on their reflections, their teaching strategies, and the ideas they embraced as newly forming teachers. This study considers claims made by Dewey (1933), Lortie (1975), Schulman (1986), and others, who emphasize the importance of learning through observation and the intuitive nature of reflective learning and teaching. It emphasizes the indelible impressions gained through preservice teachers' years of learning as students first, long before they began to see themselves as teachers.It considers how age and experience add to one's knowledge of teaching, and how conversations surrounding teachers' memories can enhance a person's perceptions of what ideas and practices might work best in his or her future secondary English classroom. It also examines the thoughtful consideration of the ideas and practices which might better be left behind. This project offers an inside look at how the experiences preservice teachers first have as students impact their memories and ultimately affect their teaching beliefs and practices. Finally, it informs teacher educators about how using literacy narratives in their methods classrooms and then creating learning communities comprised of perservice teachers to interrogate those narratives, can have a positive impact on the shaping and training of English Language Arts educators.