Lifetime Influences on the Literacy-Related Instructional Beliefs of Experienced High School History Teachers: Two Comparative Case Studies

Sturtevant, Elizabeth G.

doi:10.1080/10862969609547920

Cited by 24 publications

(10 citation statements)

References 23 publications

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“…Teachers respond to classroom events based on their beliefs about acceptable behavior patterns, classroom interactions, and academic performance. Moreover, these beliefs often begin to develop during childhood school experiences, and as research in anthropology suggests, beliefs and behaviors shaped by enculturative experiences early in life are highly resilient (Clark, 1988;Lortie, 1975;Pajares, 1992;Sturtevant, 1996;van Fleet, 1979;Wilson, 1990). In the field of multicultural education, research demonstrates that the racial, ethnic, linguistic, and class backgrounds of students influence teachers' responses to students and events in the classroom (AAUW, 1992;Bolin & Finkel, 1995;Byrnes, Kiger, & Manning, 1997;Damico & Scott, 1987;Foster, 1997;Kozol, 1991;Ladson-Billings, 1994;Olmedo, 1997;Paley, 1979;Solomon, Battistich, & Hom, 1996;Valdés, 1996;Winfield, 1986).…”

Section: Beliefs About Appropriate Teacher Responses To Diversitymentioning

confidence: 99%

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

2002

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ABSTRACT:The purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell,

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Section: Beliefs About Appropriate Teacher Responses To Diversitymentioning

confidence: 99%

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

2002

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“…A difficulty facing schools throughout the world is how to effectively implement change. Schools have complex cultures that are influenced by the culture of their communities, school districts, and nations; these cultures likely facilitate certain teaching practices over others (Sturtevant, 1996). One way to effect change in schools is to develop teacher leaders who can serve as the agents of change within their local settings.…”

Section: Discussionmentioning

confidence: 99%

Secondary Literacy Coaching: A Macedonian Perspective

Sturtevant

Linek

2007

J Adolescent & Adult Lit

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“…In the 1990s I had the opportunity to study how high school social studies, mathematics, and science teachers made decisions about using literacy strategies within their content instruction (Sturtevant, 1996;Sturtevant, Duling, & Hall, 2001). This involved numerous observations, discussions, and meetings with students D e c 2 0 0 9 / J a n 2 0 1 0 and teachers.…”

Section: Dwmmentioning

confidence: 99%

Understanding the Local and Global in Adolescent Literacy: An Interview With Elizabeth G. Sturtevant

Sturtevant

Moore

2009

J Adolescent & Adult Lit

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Elizabeth G. Sturtevant, a professor of education at George Mason University, holds a 33‐year record of college‐level teaching, scholarship, and service that centers on adolescent literacy. Her research helps clarify the pressures that affect teachers' literacy instruction, the role of secondary school literacy coaches, and adolescent English‐language learners' motivations and uses of language and literacy. In her university's reading specialist program, candidates participate in a series of research‐based practicums and conduct a teacher‐researcher inquiry. Key lines of published research are said to involve past studies of reading comprehension strategies and current studies of multiple literacies. Future research ought to increase insights into how to reach diverse learners more effectively, including learners throughout the world and especially those in developing countries. تحمل إليزابث جي ستوتفانت أستاذة التعليم في جامعة جورج ماسون سجلاً شخصياً مدته 33 سنة في التعليم والبحث والخدمة على مستوى الجامعة يركز على تعليم المراهقين القراءة والكتابة. وتساعد أبحاثها إيضاح الضغوط التي تؤثر في تعليم المعلمين القراءة والكتابة وعلى دور مدربي معرفة القراءة والكتابة في المدارس الإعدادية وعلى حوافز دارسي اللغة الإنكليزية المراهقين وعلى استخدمات اللغة ومعرفة القراءة والكتابة. وفي برنامج القارئ المتخصص في جامعتها يشارك المرشحون في سلسلة من تمارين وظيفية مبنية على الأبحاث وإجراء استعلام معلم‐باحث. يقال إن الخطوط الرئيسية للأبحاث العلمية المنشورة تشمل الدراسات الماضية بصدد إستراتيجيات استيعاب القراءة والدراسات الحالية بصدد تعددية المعارف. ومن هذا النحو فمن المفروض للأبحاث المستقبلة أن تسلط الضوء على الطريقة التي قد يتصل المعلم فيها بالطالب بشكل أفعل بما فيهم الدارسون في كافة أنحاء العالم وخصوصاً الذين يسكنون في الدول النامية. Elizabeth G. Sturtevant 是美国乔治梅森大学的教育系教授，她过去33年在大学所从事的教学，所取得的学术成就及所提供的服务，都是以推动青少年读写文化教育为主。她的研究有助于厘清影响教师的读写文化教学的种种压力、中学读写文化教学辅导员的职能，以及青少年英语学习者的学习动机和他们的语言及读写文化的使用。在她大学施教的阅读专家课程里，学员参与一系列研究性教学实习，并进行一项教师研究员的探究。据称已发表的研究的主要方向，都是有关过去的阅读理解策略研究和当今的多重读写文化研究。未来的研究应当加深了解如何把读写教学更有效地传达到各种不同的学习者，包括世界各地的，尤其在发展中国家的学习者。 Elizabeth G. Sturtevant, professeur d'éducation à l'université George Mason, compte 33 ans d'enseignement en tant qu'enseignante au collège, bourse d'études, et services centrés sur la littératie des adolescents. Sa recherche aide à clarifier les pressions qui pèsent sur les professeurs qui enseignent la littératie, le rôle des conseillers en littératie au niveau secondaire, les motivations des adolescents apprenant l'anglais comme langue étrangère et les utilisations du langage et de la littératie. Dans son programme de spécialiste de la lecture à l'université, les candidats participent à une série de pratiques basées sur la recherche et conduisent une enquête en tant que chercheur‐enseignant. On peut dire que les lignes‐clé des recherches publiées comportent des études dans le passé sur les stratégies de compréhension et actuellement sur les diverses littératies. Les recherches à venir doivent apporter des idées sur la façon d'atteindre plus efficacement les divers lecteurs, y compris les apprenants dans le ...

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Lifetime Influences on the Literacy-Related Instructional Beliefs of Experienced High School History Teachers: Two Comparative Case Studies

Abstract: UNIVERSITY This paper presents and compares case studies of the literacy-related instructional beliefs of two high

Cited by 24 publications

References 23 publications

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

Teacher beliefs and cultural models: A challenge for science teacher preparation programs

Secondary Literacy Coaching: A Macedonian Perspective

Understanding the Local and Global in Adolescent Literacy: An Interview With Elizabeth G. Sturtevant

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