Self-Study of Language and Literacy Teacher Education Practices : (Record no. 4272)
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| fixed length control field | 11520nam a22005173i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC5485674 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724113315.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2018 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781787545373 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781787545380 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC5485674 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL5485674 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1047959809 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1705-2286 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.1 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Sharkey, Judy. |
| 245 10 - TITLE STATEMENT | |
| Title | Self-Study of Language and Literacy Teacher Education Practices : |
| Remainder of title | Culturally and Linguistically Diverse Contexts. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Bingley : |
| Name of producer, publisher, distributor, manufacturer | Emerald Publishing Limited, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2018. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2018. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (305 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Advances in Research on Teaching Series ; |
| Volume/sequential designation | v.30 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Cover -- Self-study of Language and Literacy Teacher Education Practices: Culturally and Linguistically Diverse Contexts -- Copyright Page -- Acknowledgments -- Contents -- About the Authors -- Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes -- Introduction -- Roots of the Project: Bridging Two Professional Communities -- Adding to the Knowledge Base: Themes and Organization -- Teacher Educator Development across the Career Span: A Life-Long Process -- Pedagogies and Policies Related to Improving and Sustaining Linguistic Diversity and Language Development -- Closing: Read for Bridges across the Landscapes! -- Notes -- References -- Part I: Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process -- The Accidental Teacher Educator: Learning to Be a Language Teacher Educator within Diverse Populations -- From Physics Teacher to Language and Literacy Teacher -- Methodology, Data Construction, and Data Analysis -- Episodes of a Literacy Teacher and an Accidental Teacher Educator -- Episode 1: Stranger in a Strange Land -- Episode 2: Confronting Old Discomforts -- Episode 3: Literacy Teacher in the Library -- Episode 4: Connecting with a Diverse Student Population through Martial Arts -- Episode 5: I Am Not a Literacy Coach. Nor Do I Want to Be -- Episode 6: I Am a Teacher Who Teaches Teachers -- Analyzing Six Episodes: Insights into My Own History with Language and Literacy Teaching -- Conclusions -- References -- Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia -- Introduction -- Our Learning while Raising Teachers' Awareness of Local Resources -- The Value of Reflection in Self-Study -- Learning S-STEPs -- Teacher Educators Personal and Professional Histories -- Amparo. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Why Do I Engage in Research and Teaching in Settings with Low Socioeconomic and Culturally Diverse Students? -- Who I am: My Family, My Schooling Years and My Commitment to Education -- Navigating Two Cultures, Two Languages with an Open Mind: A Fulbright Identity -- Sharing What We Know in National and International Educational Communities -- Maribel -- From Individual to Shared Inquiry and Growth -- Deliberate Routes in Our Teacher Education Trajectories -- Doing Professional Development -- Insights: Challenging Our Identities, Beliefs, and Practices to Position the Local in ELT Education -- Conclusions -- References -- Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Ed... -- Introduction -- The Authors -- Theoretical Framework -- Identity and Learning -- Identity, Boundaries, and Positioning -- Research Design -- Contexts -- Data Sources and Data Analysis -- Findings -- I Am Uncertain! - Noticing Boundaries -- I Am Embarrassed! - Boundary Encounters -- I Made a Move - Readjusting Boundaries -- Discussion and Implications -- Conclusion -- References -- Discursive Resources in a Multicultural Education Course -- Introduction -- Literature Review -- Theoretical Framework -- Background and Aim -- Our Perspectives -- Classroom Context -- Methodology -- Institutional Contexts -- The Readings -- Data Collection and Analysis -- The Weekly Assignment -- Analysis -- Collaborative Discussions -- Findings -- Similarities -- Telling Differences -- Midwestern University Students Frame Race -- Western State Frames of Race -- Discourse of Individualism -- Learning about Ourselves -- Discussion and Implications -- References -- Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study by Four Culturally, Ethnically, and Linguistically... -- Introduction. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Background and Theoretical Framework -- Inquiry -- Inquiry as Stance -- Philosophy for Children Hawai'i (p4cHI) -- Research Design -- Methods -- Data Sources and Data Collection -- Data Analysis -- Findings -- Naming and Framing the Intersection of Inquiry and Context -- Multiple Perspectives on Translating Theory to Practice -- Identifying Common Practices for Supporting the Development of an Inquiry Stance in Teacher Candidates across Diverse Contexts -- Informing Policy Work That Impacts the Diverse Student Populations and Communities That We Work In -- Discussion -- Teacher Educators Must Create Space to Observe Their Practice, Gain Perspective, and Clarify What They Are Truly Aiming to ... -- Teacher Educators Must Foster Classroom Social Climates That Are Characterized by Intellectual Safety and Openness to Diffe... -- Teacher Educators Need to Have Strong Determination and Momentum to Practice Inquiry Pedagogy and Overcome Their Frustratio... -- Teacher Educators Must Capitalize on the Ways in Which Contemporary Technologies (i.e., Google Docs) Can Support the Cultiv... -- Conclusions and Significance -- References -- Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study -- Introduction -- Context -- Self-Study Context -- Our Individual Academic Cultural Contexts -- Bethney's Academic Culture of Educational Leadership -- Christi's Academic Culture of Secondary Literacy -- Abby's Academic Culture of Special Education -- Institutional Context -- Framing Our Use of Visual Literacy in 2014 -- Reframing Our Use of Visual Literacy in 2017 -- Theoretical Framework -- Feminist Perspectives -- Agency -- Public Homeplace -- Envisioning Lived Experiences -- Transactional Theory -- Triadic Signs -- Linguistic-experiential Reservoir -- Research Design and Analysis -- Findings. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | The Role of Visuals in Our Teaching Practices: Objects and Mediums -- Our Role in Viewing and Using Visuals in Our Teaching Practices: An Interpretive Act -- Our Role as Self-study Educators in an Academically Diverse Community: Textualizing Lived Experiences to Understand Teachin... -- Significance -- References -- Part II: Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development -- Preparing Teachers for English Learners in Rural Settings -- Introduction -- Contributing to the Knowledge about Preparing Teachers to Teach ELs through Self-study -- Preparing Preservice Teachers to Effectively Teach English Learners -- Methodology -- The Participants -- A Unique Core Learning Experience -- Interacting with New International ESL Students on Campus -- Participating in an Instructional Conversation around an Academic Text -- Data Sources -- Data Analysis -- Limitations -- Findings -- Discussion -- What Does the Story Tell and What Purpose Does It Serve? -- Moving Forward -- References -- Appendix -- Facilitating Preservice Teachers' Transformation through Intercultural Learning: Reflections from a Self-Study -- Introduction -- Intercultural Learning and Self-Study -- Theoretical Framework -- Methodology -- Context -- The Course: Introduction to Teaching English Language Learners -- From Action Research to Self-study -- Data -- Data Analysis -- Discussion of the Outcomes -- Disorienting Dilemma -- Reflection and Exploration of Assumptions -- Acquisition of Confidence in a New Role -- Behavioral Change -- Integration of New Perspective -- Implications -- Conclusion -- References -- Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community -- Introduction -- Context -- Aims and Objectives -- Framework -- Research Design and Analysis -- Our Work. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Through Spring and Summer Professional Development Institutes -- With Pueblo Language Teachers -- Our Learnings -- A Clearer Focus on Culture and Context -- Changes in Our Teaching Styles -- Evolution of Teacher Education Course Design -- Careful Navigation within the Pueblo and the University -- Summary of Key Learnings -- Discussion and Final Thoughts -- References -- Sifting Through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers -- Theoretical Framework and Review of the Literature -- Research on Teaching Literacy and Language -- Culturally Responsive Pedagogy -- Critical Literacy -- Bilingual Preservice Teachers -- Teaching English and Bilingual Learners -- Translanguaging -- Context -- The United Arab Emirates -- Linguistic Landscape -- Educational Landscape -- My Teaching Context -- Participants -- Methods -- Findings -- Phase I: Monolingual Approaches -- Sheltered Instruction -- Read Alouds -- Emerging Tensions -- Phase II: Affirming Preservice Teacher Bilingual Identities -- Incorporation of Arabic Picture Books -- Arabic English Book Reviews -- Digital Autobiographies -- Children's Literature Books -- Poetry -- Insights and Implications -- Notes -- References -- Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course -- Introduction -- Purpose -- Theoretical Framing of Self-Study -- Praxis and Self-study -- Design and Methodology -- Designing Cycles -- Cycle 1 -- Cycle 2 -- Findings -- Cycle 1: Designing Praxis -- Cycle 2: Analyzing Praxis -- Educational and Pedagogical Importance of the Study -- References -- Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in... -- Introduction -- Theoretical Framework -- A Framework for Linguistically Responsive Teaching. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Self-Study of Teacher Education Practices (S-STEP). |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and improving their practice. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Reading teachers-Training of. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Peercy, Megan Madigan. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Sharkey, Judy |
| Title | Self-Study of Language and Literacy Teacher Education Practices |
| Place, publisher, and date of publication | Bingley : Emerald Publishing Limited,c2018 |
| International Standard Book Number | 9781787545380 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Advances in Research on Teaching Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5485674">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5485674</a> |
| Public note | Click to View |
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