by Center for the Improvement of Early Reading Achievement, University of Michigan, U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in Ann Arbor, Mich, [Washington, DC] .
Written in English
|Statement||Susan Florio-Ruane, Taffy E. Raphael with Jocelyn Glazier ... [et al].|
|Series||CIERA report -- #3-003|
|Contributions||Florio-Ruane, Susan., Educational Resources Information Center (U.S.)|
|The Physical Object|
Culture, autobiography, and the education of literacy teachers. Ann Arbor, Mich.: [Washington, DC]: Center for the Improvement of Early Reading Achievement, University of Michigan ; U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center. MLA Citation. Making culture a more central concept in the texts and contexts of teacher education is the focus of this book. It is a rich account of the author's investigation of teacher book club discussions of ethnic literature, specifically ethnic autobiography--as a genre from which teachers might learn about culture, literacy, and education in their own and others' lives, and Cited by: This is a wonderful resource for teachers that are trying to understand the history of media education. It discusses the main elements of media literacy and is an easy read. Read moreCited by: Book Description. Making culture a more central concept in the texts and contexts of teacher education is the focus of this book. It is a rich account of the author's investigation of teacher book club discussions of ethnic literature, specifically ethnic autobiography--as a genre from which teachers might learn about culture, literacy, and education in their own and others' lives, and .
Culture, Autobiography, and the Education of Literacy Teachers. Center for the Improvement of Early Reading Achievement, Ann Arbor. Office of Educational Research and Improvement (ED), Washington, DC. CIERA-R 21p. RR CIERA/University of Michigan, E. University Ave., SEB, Ann Arbor, MI ; Web site. Education has a whole new meaning to me than other students may have because of all the other obstacles that come with studying in a different culture than the one raised in. Students have little to worry about in my opinion because all they have to worry about is school and how hallenging there classes are, but a student like me has so much. literacy autobiography and reflecting on the various types of writing that they have done in the past. It is clear that each student’s ability to communicate has been enhanced through the process of writing, giving and receiving feedback, reflecting, and revising their work. Our hope is that readers will find this book beneficial as aFile Size: KB. In this culture of literacy, the norm is for teachers and students to work together to identify comprehension problems, tap and elicit critical dispositions known to support learning (like curiosity, courage, stamina, and persistence), and use an array of evidence-based instructional approaches and discourse routines to collaboratively make.
marginalized, neglected, or made invisible by traditional understandings of the role of education. Although not linked conceptually in the past, the more recent tendency to connect language, literacy, and culture gives us a richer picture of learning, especially for students whose identitiesFile Size: KB. This book argues for the importance of addressing the role of culture in the lives of student teachers. It explains how passionate dialogue in small groups about multicultural literature and autobiography can transform teachers' lives and practice, arguing for a broad and intellectual, yet practical and concrete, vision of teacher development in which teachers not only begin to Cited by: CiteSeerX - Document Details (Isaac Councill, Lee Giles, Pradeep Teregowda): How does teacher participation in a collaborative professional setting influence views of what literacy is and how literacy is learned? What kind of influence will book discussions about multicultural autobiographies with other teachers have on the teaching of predominantly white, female . MS in Literacy Education. Department. Education. First Supervisor. Gloria E. Jacobs. popular culture book, Dramarama, based on Zoey , a popular television show for teenagers. I used the book during the student’s reading workshop time to create lessons CONNECTING LITERACY AND POPULAR CULTURE Jamie Weld, p. 7 7.