From Resistance to Advocacy for Math Literacy: One Teacher's Literacy Identity Transformation

Spitler, Ellen

doi:10.1002/jaal.00037

Cited by 19 publications

(25 citation statements)

References 17 publications

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“…Each instructor felt that he or she had gained something from the project. Our findings agree with Spitler (), who suggested that the main actors must be involved for change to occur. Nonetheless, for some teachers, such as Jonah, the change was subtle.…”

Section: Looking Across the Disciplinessupporting

confidence: 93%

Drawing on What We Do as Readers

Gilles¹,

Yang²,

Johnson³

2015

J Adolescent & Adult Lit

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The debate between content area and disciplinary literacy continues. Should content teachers adopt more general strategies, as often suggested by language arts teachers, or learn more discipline‐specific strategies? Neither choice positions content teachers as expert. In this inquiry, a team of middle school teachers uncovered their reading strategies in their disciplines and embedded the most useful ones in their classrooms. In this descriptive case study, field notes of team meetings, classroom observations, interviews of teachers and students, and student work samples were collected and analyzed. Results indicated that teachers were metacognitive and used both discipline‐specific and general strategies in their teaching. Learning was most powerful when the entire team collaborated to work on content connections and to give students specific ways to overcome confusion. Implications point to rethinking the divide between discipline‐specific and general strategies and promoting authentic collaboration of content area and language arts teachers.

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Section: Looking Across the Disciplinessupporting

confidence: 93%

Drawing on What We Do as Readers

Gilles¹,

Yang²,

Johnson³

2015

J Adolescent & Adult Lit

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“…Although the role of disciplinary reading is thoroughly documented in subject areas such as science, mathematics, English language arts, and history (Ford and Forman 2006; Rainey and Moje 2012;Spitler 2011;Wineburg and Reisman 2015), disciplinary reading in RE, and in particular the role of the reader in meaning-making processes, is in need of further exploration. We use a disciplinary literacy perspective to explore how teachers and students make sense of reading in non-confessional RE.…”

Section: Disciplinary Literacy In Rementioning

confidence: 99%

Disciplinary literacy in religious education: the role and relevance of reading

Unstad

Fjørtoft

2020

British Journal of Religious Education

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Although religion has played a key role in reading instruction in many education systems, this position has been challenged by increasing religious diversity and the spread of non-religious worldviews. Simultaneously, there has been growing interest in the role of disciplinary literacy in education (i.e. the ways in which a discipline's knowledge is created, shared and evaluated) as well as the role of the reader. Drawing on classroom observations and interviews in an exploratory study, the article focuses on how adolescents experience reading in religious education (RE). The study shows that students relate meaning-making in RE to developing respect and tolerance, that teachers focus on conceptual understanding while students request a focus on lived religion, and that student meaning-making in RE thrives in a learneractive setting. We discuss the findings in the light of disciplinary reading theory and point towards some disciplinary traditions that should be considered while designing and developing educational practice.

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“…Literacy-related coursework is designed to increase pre-service teachers' knowledge regarding its importance, expose them to a variety of literacy strategies, and improve attitudes and beliefs concerning literacy's role in the content area classroom. Given time and support, it is possible to change teacher attitudes (Hall, 2005;Spitler, 2011) and literacy-related coursework provides the necessary structure. To create in-service agriculture teachers who incorporate literacy skill development, we must begin to understand and change preservice teachers' attitudes and perceptions (Spitler, 2011).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Preservice Teachers' Experiences in a Required Reading in the Content Area Course

Hasselquist¹,

Naughton²,

Kitchel³

2019

JAE

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Strong literacy skills are needed to be successful in the 21 st century. All teachers are charged with developing students' literacy skills and abilities. To help better prepare preservice teachers for this task, students at the University of Missouri are required to take a Reading in the Content Area (RICA) course. This intrinsic case study focused on preservice agriculture teachers who were nearing completion of the RICA course. Two focus groups were conducted with a total of nine participants. Four themes emerged from the data: 1. students held misconceptions and concerns that were dispelled, 2. the structure and content made it an impactful, yet incomplete, experience, 3. they recognized the importance of literacy in agricultural education, and finally 4) they were still hesitant to use literacy in their future classrooms. Recommendations for practice include: adding a literacy component to microteaching experiences, developing confidence surrounding literacy assessment abilities, and providing preservice teachers with literacy strategies specific to agricultural education.

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From Resistance to Advocacy for Math Literacy: One Teacher's Literacy Identity Transformation

Cited by 19 publications

References 17 publications

Drawing on What We Do as Readers

Drawing on What We Do as Readers

Disciplinary literacy in religious education: the role and relevance of reading

Preservice Teachers' Experiences in a Required Reading in the Content Area Course

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