9 research outputs found

    Embodied Discourses of Literacy in the Lives of Two Preservice Teachers

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    This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education literacy courses

    Creative Thinking and Modelling for the Decision Support in Water Management

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    Minimalism reconsidered

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    INTERFACING RELIGION AND THE NEUROSCIENCES: A REVIEW OF TWENTY-FIVE YEARS OF EXPLORATION AND REFLECTION

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    Mechanisms of Guided Bone Regeneration: A Review

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