| 000 | 11520nam a22005173i 4500 | ||
|---|---|---|---|
| 001 | EBC5485674 | ||
| 003 | MiAaPQ | ||
| 005 | 20240724113315.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2018 xx o ||||0 eng d | ||
| 020 |
_a9781787545373 _q(electronic bk.) |
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| 020 | _z9781787545380 | ||
| 035 | _a(MiAaPQ)EBC5485674 | ||
| 035 | _a(Au-PeEL)EBL5485674 | ||
| 035 | _a(OCoLC)1047959809 | ||
| 040 |
_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aLB1705-2286 | |
| 082 | 0 | _a371.1 | |
| 100 | 1 | _aSharkey, Judy. | |
| 245 | 1 | 0 |
_aSelf-Study of Language and Literacy Teacher Education Practices : _bCulturally and Linguistically Diverse Contexts. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aBingley : _bEmerald Publishing Limited, _c2018. |
|
| 264 | 4 | _c©2018. | |
| 300 | _a1 online resource (305 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 |
_aAdvances in Research on Teaching Series ; _vv.30 |
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| 505 | 0 | _aCover -- 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 | _aWhy 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 | _aBackground 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 | _aThe 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 | _aThrough 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 | _aSelf-Study of Teacher Education Practices (S-STEP). | |
| 520 | _aSelf-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 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic 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 | _aReading teachers-Training of. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aPeercy, Megan Madigan. | |
| 776 | 0 | 8 |
_iPrint version: _aSharkey, Judy _tSelf-Study of Language and Literacy Teacher Education Practices _dBingley : Emerald Publishing Limited,c2018 _z9781787545380 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aAdvances in Research on Teaching Series | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5485674 _zClick to View |
| 999 |
_c4272 _d4272 |
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