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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 9...104 Hits 81 – 100 of 2.064 81 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION ... Albro, Jennifer. - : Digital Repository at the University of Maryland, 2017 BASE Show details 82 Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework Westerveld, Marleen F.; Barton, Georgina M In: Australian Journal of Teacher Education (2017) BASE Show details 83 A Qualitative Analysis of a Dynamic Word Study Implementation and Responsive Next Steps Ghouse, Naseem F.. - : Aurora University, 2017 BASE Show details 84 Significance of Multimodality in Literacy Development in ESL Context Parihar, Shaily In: Theses and Dissertations Available from ProQuest (2017) BASE Show details 85 Pädagogisch-psychologische Analysen zum Einfluss von Schulbüchern des Erstrechtschreibunterrichts auf die Rechtschreibleistung von Grundschulkindern Massinger, Christine. - 2017 BASE Show details 86 Die artikulatorische Bewusstheit im engeren Sinne als wichtige Basiskompetenz für den erfolgreichen Lese-(Recht-)Schreiberwerb Lindtner, Marlene. - 2017 BASE Show details 87 Effects of embedded morphological instruction on children's morpho-syntactic production Northey, Mary. - 2017 BASE Show details 88 Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results Barker, Robert Michael; Saunders, Kathryn J.; Brady, Nancy C.. - : Taylor & Francis, 2017 BASE Show details 89 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 Abstract: Many preservice teachers are entering the field of teaching feeling unprepared to to collaborate with families to foster the growth of students (Caspe, Lopez, Chu, & Weiss, 2011); further, they are less prepared to engage families from various cultural, linguistic, socioeconomic, and other diverse backgrounds (Patte, 2011). Given that using vision has been shown to help to prepare preservice teachers for their future classrooms (Duffy, 2002; Turner & Mercado, 2009), this study examined the visions of elementary preservice teachers and how they envisioned the role that families and their diverse literacy practices will play in their future reading instruction. Using qualitative research methods and a sociocultural lens, this dissertation investigated the visions of 34 elementary preservice teachers. Throughout the semester, the preservice teachers participated in two course assignments: a.) they attended a local family literacy event hosted by Ethiopian American parents who wanted their children to maintain their Ethiopian culture, and b.) the preservice teachers chose one family member of one of their students to interview to learn more about their family literacy practices. Seven of the 34 preservice teachers were selected to participate in individual interviews and one focus group to further examine their visions. Through the review of their vision statements, course assignments, interviews, and the focus group, I examined their visions through a “funds of knowledge” (Gonzalez, Moll, & Amanti, 2005) lens. Additionally, I created a Funds of Knowledge Rubric to assess whether their visions were “emerging,” “developing,” or “advancing” toward using diverse family literacy practices to guide their classroom reading instruction and to what extent that they held a “funds of knowledge” perspective. Findings illustrated that the majority of the preservice teachers envisioned families as supporters of the literacy learning that occurs in the classroom by extending the learning at home. Only five of the 34 preservice teachers had visions of using diverse family literacy practices to guide their classroom instruction. Suggestions for supporting preservice teachers’ vision development and strengthening teacher education initiatives around preparing teachers to learn about families and integrating their literacy practices into instruction are discussed. Keyword: classroom reading instruction; diverse family literacy practices; literacy; preservice teachers; Reading instruction; Teacher education URL: https://doi.org/10.13016/M2NG4GT3W http://hdl.handle.net/1903/20336 BASE Hide details 90 Technology for Improving Early Reading in Multi-Lingual Settings: Evidence from Rural South Africa Castillo, Nathan M In: Dissertations available from ProQuest (2017) BASE Show details 91 Wortschatzlernen in bilingualen Schulen und Kindertagesstätten Steinlen, Anja K. (Herausgeber); Piske, Thorsten (Herausgeber). - Frankfurt am Main : Peter Lang Edition, 2016 BLLDB UB Frankfurt Linguistik Show details 92 A multiliteracies framework for collegiate foreign language teaching Dupuy, Beatrice; Allen, Heather Willis; Paesani, Kate. - Boston [u.a.] : Pearson, 2016 BLLDB UB Frankfurt Linguistik Show details 93 Sprachförderlicher Fachunterricht : Erfahrungen und Beispiele Brandt, Hanne; Scheinhardt-Stettner, Heidi; Maronde-Heyl, Margit. - New York : Waxmann, 2016 BLLDB UB Frankfurt Linguistik Show details 94 ОБУЧЕНИЕ ЧТЕНИЮ В СОЦИАЛЬНО-ПОЛИТИЧЕСКОМ КОНТЕКСТЕ (НА ПРИМЕРЕ США XVII - СЕРЕДИНЫ XX В.) СМЕТАННИКОВА НАТАЛЬЯ НИКОЛАЕВНА. - : ФГБОУ ВПО «Челябинская государственная академия культуры и искусств», 2016 BASE Show details 95 Unterrichtliche Förderung von Teilkomponenten der Schreibkompetenz : Schlussbericht ... : Subcomponents of writing literacy: instructional support ... Grabowski, Joachim; Becker-Mrotzek, Michael. - : Leibniz Universität Hannover, 2016 BASE Show details 96 The effects of oral and silent reading on reading comprehension Schimmel, Naomi Lauren In: ETD Collection for Fordham University (2016) BASE Show details 97 A Mixed Methods Study of Upper Elementary Teacher Knowledge for Teaching Reading to Struggling Readers Vanden Boogart, Amy E.. - : The George Washington University, 2016 BASE Show details 98 Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing McCarty, Ryan. - : University of Illinois at Chicago, 2016 BASE Show details 99 Writing for Transformation: Teen Girls of Color and Critical Literacy in a Creative Writing Program Alber, Rebecca. - : Loyola Marymount University, 2016 BASE Show details 100 A case study of the reported use of metacognitive reading strategies by postsecondary instructors of developmental reading courses with struggling adult readers to increase comprehension Drayton, Audrita. - : Florida Atlantic University, 2016 BASE Show details Page: 1 2 3 4 5 6 7 8 9...104

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