Preservice Teachers' Selection and Use of Content Area Literacy Strategies

Bean, Thomas W.

doi:10.1080/00220671.1997.10543771

Cited by 47 publications

(31 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In fact, we found only one study conducted by Bean (1997). The ten preservice teachers in this study used 14 different strategies for their microteaching (Bean, 1997). Six used graphic organizers and five used anticipation-reaction guides.…”

Section: General Literacy Strategiesmentioning

confidence: 99%

“…; and, What did you learn about the topic? K-W-L charts were suggested by other researchers as well (Phillips et al, 2009;Bean, 1997).…”

Section: General Literacy Strategiesmentioning

confidence: 99%

“…Answering questions, generating questions of oneself, and creating dialogue with the text were also recommended by others (Alvermann, 2002;Bean, 1997;Fisher et al, 2002;Keene & Zimmerman, 2007;Harvey & Goudvis, 2000;Tovani, 2004). Along these lines of questions/questioning, Fang and Schleppegrell (2010) proposed "functional language analysis" as an approach to teaching disciplinary literacy.…”

Section: General Literacy Strategiesmentioning

confidence: 99%

“…Both Tovani (2004) and Bean (1997) advocated teaching a few key strategies rather than many strategies. Yet, no authors seemed to agree on the key strategies.…”

Section: General Literacy Strategiesmentioning

confidence: 99%

See 3 more Smart Citations

How Preservice Teachers Make Meaning of Mathematics Methods Texts

Harkness¹,

Brass²

2017

ij-sotl

View full text Add to dashboard Cite

Mathematics methods texts are important resources for supporting preservice teachers' learning. Methods instructors routinely assign readings from texts. Yet, anecdotally and also based on reading compliance literature, many students report that they do not read assigned readings. Within this paper we briefly describe the findings from a survey of 132 mathematics methods instructors about their customary use of texts and focus more closely on interviews of 16 preservice and first-year teachers about the reading strategies they used while reading methods texts. Research questions addressed the following: What strategies do preservice teachers use to make meaning of mathematics methods texts? What recommendations do preservice teachers suggest for instructors about the usage of texts? Findings suggest that most preservice and first-year teachers, at first, hesitated, not seeming to understand the first question and then struggled to explain their strategies. According to preservice and first-year teachers, instructors need to: balance reading with other ways to interact with the texts; discuss text readings in class; give them a purpose for reading; and, hold them accountable for the readings. Perhaps, both general content area literacy strategies and disciplinary literacy strategies need more emphasis in methods coursework. Mathematics methods texts are important resources for supporting preservice teachers' learning. Methods instructors routinely assign readings from texts. Yet, anecdotally and also based on reading compliance literature, many students report that they do not read assigned readings. Within this paper we briefly describe the findings from a survey of 132 mathematics methods instructors about their customary use of texts and focus more closely on interviews of 16 preservice and first-year teachers about the reading strategies they used while reading methods texts. Research questions addressed the following: What strategies do preservice teachers use to make meaning of mathematics methods texts? What recommendations do preservice teachers suggest for instructors about the usage of texts? Findings suggest that most preservice and first-year teachers, at first, hesitated, not seeming to understand the first question and then struggled to explain their strategies. According to preservice and first-year teachers, instructors need to: balance reading with other ways to interact with the texts; discuss text readings in class; give them a purpose for reading; and, hold them accountable for the readings. Perhaps, both general content area literacy strategies and disciplinary literacy strategies need more emphasis in methods coursework. How Preservice Teachers Make Meaning of Mathematics Methods Texts

show abstract

Section: General Literacy Strategiesmentioning

confidence: 99%

“…; and, What did you learn about the topic? K-W-L charts were suggested by other researchers as well (Phillips et al, 2009;Bean, 1997).…”

Section: General Literacy Strategiesmentioning

confidence: 99%

Section: General Literacy Strategiesmentioning

confidence: 99%

“…Both Tovani (2004) and Bean (1997) advocated teaching a few key strategies rather than many strategies. Yet, no authors seemed to agree on the key strategies.…”

Section: General Literacy Strategiesmentioning

confidence: 99%

See 2 more Smart Citations

How Preservice Teachers Make Meaning of Mathematics Methods Texts

Harkness¹,

Brass²

2017

ij-sotl

View full text Add to dashboard Cite

show abstract

“…Instead, they frequently abandon strategies learned in teacher education programs, adopting the often traditional sociocultural practices of schools observed during their first year of teaching (Alger, 2009;Bean, 1997;Begoray, 2002;Grisham, 2000;O'Brien & Stewart, 1990;Smagorinsky, Wilson, & Moore, 2011). Hammerness, Darling-Hammond, Grossman, Rust, and Schulman (2005) believe that such traditional teaching practices often produce knowledge and skills lacking utility outside of the classroom.…”

Section: Literacy Practices and Pedagogical Content Knowledgementioning

confidence: 99%

Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge

Orr¹,

Kukner

Timmons

2014

L & L

View full text Add to dashboard Cite

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices. This paper inquires into the perspectives of six mathematics and science preservice teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.

show abstract

On Becoming Teachers: Knowing and Believing

Hathaway¹,

Risko²

2013

International Handbook of Research on Children's Literacy, Learning, and Culture

View full text Add to dashboard Cite

Preservice Teachers' Selection and Use of Content Area Literacy Strategies

Cited by 47 publications

References 4 publications

How Preservice Teachers Make Meaning of Mathematics Methods Texts

How Preservice Teachers Make Meaning of Mathematics Methods Texts

Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge

On Becoming Teachers: Knowing and Believing

Contact Info

Product

Resources

About