Young children who are learning to negotiate print experience emerging literacy. For adults who are beginning entrance into the navigation and negotiation of print literacy, the term “burgeoning” is selected as a more accurate portrayal of the nature of literacy extension into adulthood. This phenomenological case study investigates the lived experience of one adult reader as he transitioned into becoming print literate at middle age. Charles, the participant in this study, was able to teach about his experiences and give insights into the world of a novice adult reader to pre‐service secondary teachers enrolled in a disciplinary literacy course. An alternative data display of film seeks to mitigate disenfranchisement by allowing the participant to speak directly to his audiences. In examining the participant's lived experiences, a theoretical framework for the adult “burgeoning” reader was established.
This case study investigates the factors that challenge and support preservice teachers' (PST) arts integration beliefs and practices. The participants include a total of 74 PSTs enrolled in a mandatory university arts course at a large Southern university across three consecutive semesters. Concurrent with arts class enrollment, PSTs are also enrolled in their capstone, semester-long, student teaching experience. The authors used PSTs' end-of-semester reflections and the primary data source. Findings illustrate that PSTs can be creative through arts integration within teaching and learning, while still acknowledging challenges at the school level. The authors detail how they revamped existing elementary preservice arts classes to focus on arts-integrated instructional practices. In addition, findings illustrate the need for strategic inservice training for mentor teachers on the efficacy of arts integration in elementary settings and for administrative support for the arts at the school level. Because teacher candidates must confront a variety of tasks necessitating creative and adaptive thinking in an era focused on standards and high-stakes testing, learning about, engaging with, and infusing arts-integrated learning into teacher preparation aligns with the ideals of a liberal arts education (Lorimer, 2012, p. 86). In the United States (US), complex questions confront public education in the 21 st century and require that teacher educators assume an active stance in improving teacher quality. Historically, political interests, spurred by the passage of the No Child Left Behind Act (NCLB) (2001) and the Every Student Succeeds Act (ESSA) (2016), both reauthorizations of the original Elementary and Secondary Education Act (ESEA) (1965), have resulted in a preoccupation with formulaic, packaged, and scripted curricula (Altwerger, 2005; Coles, 2003) and high stakes tests (Garan, 2002, 2004; Johnson & Johnson, 2006) that silence teacher voices and stifle creativity, particularly in high stakes discipline-specific areas, such as literacy and math (Allington, 2002b). Within the past several decades, personal and political forces have intensified (Allington, 2004; Garan, 2002; Schneider, 2014, 2016), shaping the types of instruction public school children, especially urban elementary children, receive, narrowing curriculum and teaching to content specifically presented by a state high stakes test. Escalating mandates derived from NCLB (2001) and ESSA (2016) legislation have increasingly dictated how educators, especially elementary teachers, teach in the US. For instance, often the literacy "forced" on urban elementary children does little to foster creativity (Finn, 1999; Meyer, 2010). Within the last 15 years in many elementary schools, social studies and science have been short shrifted, simply because they are not high stakes tested subjects (An, Capraro, & Tillman, 2013; Center on Education Policy, 2006). Of particular note, 71 percent of America's school districts have reduced arts, science, and social studies in...
Literacy is generally understood to be the combined abilities to read and write, speak and listen; however, the advancement of technology has broadened what it means to be literate to encompass the notion of digital literacy. This chapter is divided into four major sections. First, a comprehensive definition of digital literacy will be presented. Then, digital literacy within a socio-cultural framework will be briefly highlighted. Next, three prominent issues that have surfaced around digital literacy will be examined: the dissonance between digital natives and digital immigrants, how and why some forms of digital literacy enjoy acceptance and legitimacy, and attaining and not gaining access to digital literacy formats – the digital divide. The final section of this chapter is devoted to a discussion of implications of digital literacy in K-12 education, college, and career.
This 3-year case study examined middle grades principal leadership in a takeover charter school. The researcher analyzed principal and teacher interviews, field notes, and documents in relationship to a middle grades model of principal leadership. Results suggest the principals' limited experience, organizational factors unique to takeover charter schools, an emphasis on student test scores, and a personal educational philosophy of teacher autonomy, precluded the advocacy and implementation of elements of the middle grades principal leadership model.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.