Principles that Shape English Teacher Education
Pedagogy for Innovation and Change
Herausgeber: Gallo, Jessica R.; Parsons, Christopher; Hallman, Heidi L.
Principles that Shape English Teacher Education
Pedagogy for Innovation and Change
Herausgeber: Gallo, Jessica R.; Parsons, Christopher; Hallman, Heidi L.
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This book examines practices that illustrate the principles that guide English educators' teaching of the English Language Arts Methods course. By including both theory and practice, this book attends to current realities and potential futures of the field.
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This book examines practices that illustrate the principles that guide English educators' teaching of the English Language Arts Methods course. By including both theory and practice, this book attends to current realities and potential futures of the field.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 222
- Erscheinungstermin: 20. Februar 2024
- Englisch
- Abmessung: 229mm x 152mm x 13mm
- Gewicht: 368g
- ISBN-13: 9781475868982
- ISBN-10: 1475868987
- Artikelnr.: 68989162
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 222
- Erscheinungstermin: 20. Februar 2024
- Englisch
- Abmessung: 229mm x 152mm x 13mm
- Gewicht: 368g
- ISBN-13: 9781475868982
- ISBN-10: 1475868987
- Artikelnr.: 68989162
Jessica R. Gallo is Associate Professor of English Education at the University of Nevada, Reno. Her research focuses on English teacher preparation, middle and secondary writing pedagogy, and rural education. Her recent work has been published in the journals Voices from the Middle (2021), The Rural Educator (2020), and Teaching/Writing: The Journal of Writing Teacher Education (2020). Christopher M. Parsons is Associate Professor of English Education and the Coordinator of Secondary English Education at Keene State College (NH). Parsons's recent work, which has been published in the journals English Education (2021) and in the edited collection, Methods into Practice: New Visions in Teaching the English Language Arts Methods Course (2019), has focused on clinical field experiences for English teacher candidates. Heidi L. Hallman is Professor and Chair in the Department of Curriculum and Teaching at the University of Kansas. Her research interests include studying how prospective teachers are prepared to teach in diverse school contexts. Hallman's published work includes (Bloomsbury, 2017), Secondary English teacher education in the United States: Responding to a changing context (Bloomsbury, 2017), a national study of how English teachers are prepared and winner of the Richard Meade award for research in English education. Hallman's work has been published in English Education, Teaching Education,Teacher Education Quarterly, Equity & Excellence in Education, among others.
Introduction: Theorizing the Genre of the Beliefs Statement: Within and
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors
Introduction: Theorizing the Genre of the Beliefs Statement: Within and
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors