The influence of perceived sibling position on reading perceptions: Implications for reading teacher education

Teachers\u27 critical examination of their perceived sibling positions in the family, particularly in relation to reading development, can provide them with valuable insights about their current perceptions and behaviors related to content area instruction. This paper explores the findings obtained from 188 elementary and secondary preservice teachers\u27 responses to a questionnaire that focused on perceived sibling position as an influence on reading perceptions. Teachers\u27 perceived sibling positions and reading abilities within their family constellations receive special attention. Further consideration centers on possibilities for practice for reading teacher education in the content areas as well as directions for future research

Developing the Instructional Potential of Teachers in the Content Areas: An Affective Component in Reading Teacher Education

Methods courses on content area reading instruction have been instrumental in helping teachers recognize the important role that this educational approach can play in developing their students\u27 abilities to read. In particular, these courses have provided teachers with instructional gains in such forms as a better understanding of content area reading, a stronger background on the reading process, and specific teaching strategies (Wedman and Robinson, 1988). Nevertheless, it appears that many teachers are not taking advantage of the naturally occurring opportunities in their classes (Weber, Puleo, and Kurth, 1989, p. 42) to integrate content area reading into their daily teaching agendas

Ovarian Voice: Pause to Listen

In 1999, over half a million American and Canadian women experienced surgical menopause after the removal of their ovaries (NAMS, 2001). This paper focuses on one woman's struggle with this significant life event. Two poems written by this woman receive special emphasis.En 1999, plus d'un million d'Americaines et de Canadiennes ont subi la enopause causee par intervention chirurgicale apres l'ablation de leurs ovaires (NAMS, 2001). Cet article se concentre sur la lutte d'une femme avec cet evenement marquant de la vie. Deux poemes ecrits par cette femme recoivent une attention speciale

Poems Found Among the Resolution Scrapbooks: A Teacher Narrative Inquiry

Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the written contents of the teachers’ resolution scrapbooks. More specifically, I asked, What are the effects of the application of the resolution scrapbook on the recurring narratives of six pre-service teachers

A Role for Bibliotherapy in Teacher Education

In order to engage effectively in their ongoing decision making about classroom management, learning difficulties,parental concerns, language instruction and curriculum design, teachers not only need to acquire relevant practical and theoretical knowledge. They must also learn to critically examine and reconstruct their perceptions of their own performance. The process of self-examination needs to be actively acknowledged and addressed in the development and implementation of the teacher education curriculum

Interactive Bibliotherapy as an Innovative Inservice Practice: A Focus on the Inclusive Setting

Interactive bibliotherapy (IB) warrants greater attention in the pursuit of innovative inservice education. This paper presents the findings of a study thatexplored IB as an inservice practice to help prepare educators for the roles and responsibilities associated with inclusion. Data collection concentrated on a questionnaire (openended) regarding IB\u27s impact on participants professional and personal development. Discussion of findings, which involved a content analysis of participants\u27 responses, concludes with considerations for practice and research

Journaling the Art of Teaching: Multimodal Responding for Narrative Inquiry

Research underscores the integral role that teachers’ recurring narratives play in their everyday teaching agendas. Like the students in their classrooms, teachers comprise a diverse group of individuals representing a myriad of ways to learn and teach, stemming from such factors as pedagogical approaches, prior life experiences, and familial relationships. Applying multimodal learning to response journaling expands teacher candidates’ opportunities to address the role that narratives play in developing their daily repertoires of practice in language arts. Hence, further investigation is needed to expand the range of practices available for fostering teacher narrative inquiry. Methodologically supported by action research in relation to narrative inquiry and multimodal learning, we asked, What are the effects of multimodal journaling on the recurring narratives of teacher candidates in a junior-intermediate language/arts methods class

Auto/ethno/graphies as Teaching Lives: An Aesthetics of Difference

In the midst of the everyday of academia, two teaching lives collide in an office doorway, tentatively exchanging stories of students' language "art"-each sparked by the other's interest in the aesthetic of pedagogy. These intersectings of "knowing and not knowing" conspire in our lives to begin a daunting journey of evoking in teachers-to-be aesthetic possibilities in the teaching of language arts. We share the personal scriptings and scripts of our teaching lives, exposing both the vulnerabilities and the possibilities of the arts for our selves and our students in the pre-service language arts classroom. We draw from qualitative methodologies that work with biography, autobiography, and ethnography settling with "auto/ethno/graphy" to unsettle the scripts of hegemonic discourse. Clear your desk. Dip your brush...About the AuthorsCynthia M. Morawski is an associate professor of Education at the University of Ottawa, Canada. Her research interests include literacy and integrated arts, learning differences, and bibliotherapy. She is particularly interested in the intrapersonal dimensions of learning and employs multiple expressions and representations in teaching and research. Correspondence to C. Morawski, Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario K1N 6N5. E-mail: [email protected] Pat Palulis is an assistant professor of Education at the University of Ottawa, Canada. Her research interests include curriculum theorizing in language, literacy, culture, and spatiality; post-structural and post-colonial discourses; intertextuality; performative auto/ethno/graphy related to teaching lives and praxis. Correspondence to P. Palulis, Faculty of Education, University of Ottawa, 145 Jean-Jacques Lussier, Ottawa, Ontario K1N 6N5. E-mail: [email protected]