Preservice Teachers' Reactions to an Interactive Constructive Approach to English Language Arts Coursework

What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions

“…There is a need for future studies which will closely follow preservice teachers from the rather idealistic circumstances of a highly supported single child case study into the more independent and complex life of the classroom. Although this is often advocated in the research literature (Craig, Bright, & Smith, 1994;Herrmann & Sarracino, 1993;Roskos & Walker, 1994), long-term studies that shadow teachers from their preservice university practices to their student teaching or in-service teaching practices are rare (Borko et al, 1992;Grossman, 1990). …”

A Teacher Educator Writes and Shares

“…a review of the literature reveals that there is little peer-reviewed academic writing on the subject of teacher educators either employing the academic modeling of writing to demonstrate skills, strategies, and techniques or using their own personal writing and reading as a formal teaching model. Those who do mention it refer to it as a smaller part of a more encompassing thesis (Bass & Chambless, 1994;Craig, Bright, & Smith, 1994;Frank, 2003;Lehman, 1991). evidence of university teachers in disciplines outside of teacher education who write and read with their students is not much greater (Johnson, 1995;Mcelroy, 1997).…”

Learning to advocate for educational equity in a teacher credential program

“…Two areas, however, may facilitate change in preservice teachers' cognitions regarding education: actions of the instructor and involvement of the student (Craig, Bright, & Smith, 1994). In shortterm work, veteran teachers have used professional development on culturally responsive teaching to reflect on empathy in their work and to recast learning environments to better serve youth of color (McAllister, 2002).…”