A. W.Hastings

B. V.Street

C. E.Sleeter

D. H.Stuart

D.Kellner

E.Morrell

G. A.Hull

G.Hull

H.Gardner

J. I.Goodlad

J. P.Gee

J. W.Cresswell

J.Hughes

J.Polleck

L. S.Bustle

L.Darling-Hammond

M. B.Ginsberg

M. B.McVee

M.Torres

N.Bitner

N.González

P.Freire

S.Botzakis

Educational reform theorists argue that schools of education and their neighboring public schools must enhance collaborative efforts so as to attain “simultaneous renewal” wherein elementary and secondary students and pre-service teachers are served in authentic ways that deepen all students’ learning (Goodlad, 1994). One way to accomplish this is through use of sustainable, innovative projects that connect pre-service teachers’ early learning experiences directly to public classrooms. The purpose of this chapter is to offer a model for successful collaborations between pre-service teachers and urban high school students. The authors provide an overview of the digital poetry project and subsequent analysis of the reciprocal impact this project had on both the pre-service teachers and adolescents, including increased engagement with instructional objectives, enhanced literacy and technological competencies, and fostering of intellectual transitions. </jats:p

Jody Polleck

Jason Wirtz

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Building Urban Pre-Service Teachers’ Pedagogical Knowledge and Skills through Digital Poetry Collaborations

Building Urban Pre-Service Teachers’ Pedagogical Knowledge and Skills through Digital Poetry Collaborations

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