Teacher Talk: Promoting Literacy Development Through Response to Story
Http Dx Doi Org 10 1080 02568540409595059, Nov 3, 2009
Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Ass... more Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Association for Childhood Education International 0256-8543/04 Teacher Talk: Promoting Literacy Development Through Response to Story ...
CORY COOPER HANSEN K elsey's excited voice brought three other kindergartners over to where she w... more CORY COOPER HANSEN K elsey's excited voice brought three other kindergartners over to where she was finger painting with primary colors inside a stencil of a chameleon. "It's changing colors! It's real, just like in the book," she bubbled as the paint blended together in swirls of orange, purple, and green. "A color of his own," grinned Bree, donning a smock to create her own changing chameleon, like the one in A Color of His Own (Lionni, 1975). These children (names are pseudonyms) were participants in a two-week author study exploring the words and pictures created by Leo Lionni. Author studies are perennial favorites in early childhood classrooms to encourage intertextuality and to attach new skills and knowledge to familiar characters and settings. Jenkins (1999) found that reading books by the same author brought children emotional sustenance, wisdom, delight with craft, and interest in the author as a writer and a person. Through her work exploring traditional author studies, Jenkins found that students are most often directed to focus upon literary biographies, to respond critically, or to respond aesthetically. Jenkins recommended interweaving these traditional ideas through "multiple response," which takes its lead from children who are actively engaged in learning about an author. Creating and implementing an author study that encourages a variety of engagements (
Teacher Talk: Promoting Literacy Development Through Response to Story
Journal of Research in Childhood Education, 2004
Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Ass... more Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Association for Childhood Education International 0256-8543/04 Teacher Talk: Promoting Literacy Development Through Response to Story ...
Contemporary Issues in Technology and Teacher …, 2008
Developmental concerns challenge technology use with young learners; however, critical areas of l... more Developmental concerns challenge technology use with young learners; however, critical areas of literacy have increased when technology is available. This study was designed to measure when and what kinds of technology were integrated into literacy teaching and learning with second graders. The OTELL (Observing Technology Enhanced Literacy Learning) instrument was created to record teacher and student use of technologies over five components of best practice in literacy instruction. Observations and interviews established pre-intervention literacy practice in year 1, and the OTELL was used to measure technology use in year 2 after district and professional development support provided technology-rich classrooms. Thirty-five random hours of observation over a 7-month period revealed that the curriculum remained stable after intervention and that technology was used in literacy learning and teaching approximately 39% of the time. Within that increased use of technology, students used technology the most when applying their literacy knowledge, and teachers used technology 70% of the time when presenting literacy minilessons. Teaching children how to read is a politically charged issue in the United States today. Literacy instruction is occurring amid unprecedented, standards-based, high-stakes accountability measures. Pressured in part by the mandates of the No Child Left Behind Act signed into legislation in 2002, scrutiny of early childhood classrooms has never been more intense. Trends include pushing the curriculum down the grade levels so children can gain basic skills faster (Stipek, 2006), focusing on the five elements of effective reading instruction, as determined by the National Reading Panel Report (summarized by Armbruster, Lehr, & Osborn, 2003), and expectations from parents, administrators, and society for teachers to use technology to adequately prepare our children for the 21st century.
Background: Much of the research related to Teach For America (TFA) is related to the concerns su... more Background: Much of the research related to Teach For America (TFA) is related to the concerns surrounding whether such teachers should assume primary teaching responsibility and whether alternatively certified teachers are effective in the classroom. This research study takes a ...
Association of Mexican American Educators Journal, Jan 19, 2014
Many nine-and ten-year-old boys find reading interesting but begin to feel insecure about themsel... more Many nine-and ten-year-old boys find reading interesting but begin to feel insecure about themselves as readers and avoid reading whenever they can. Reading avoidance starts early and for many boys, especially those of color living in poverty, fourth grade seems to be the time when this downward spiral begins. National and state assessment data consistently and currently indicates a gap and stall in the reading achievement of male Latino and English Language Learners living in poverty. However, as Weaver-Hightower (2008) notes, when educators talk about boys and their literacy achievement, they must not only ask which boys are failing but must also ask why? The goal of this study was to answer the why to Weaver-Hightower's questions for Mexican boys living in Phoenix, Arizona in the early part of 2010. Toward this goal, we established a fourth grade boys' book club in a neighborhood which presented many challenges for its inhabitants but especially for the Mexican boys who were learning English at their local school. Immigration sweeps and State Bill 1070 permeated their lives and skewed their vision of academic and social success. Regardless, our book club members emerged as tolerant, courageous, and generous individuals who do enjoy reading but too often find themselves reading alone. From these findings implications for educators are provided.
Boys in the Club: Exploring Positive Male Archetypes with Preschool Males
Http Dx Doi Org 10 1080 19388070802613468, Dec 18, 2009
... By the time they are 2, boys have a strong and growing preference for violent and scary fairy... more ... By the time they are 2, boys have a strong and growing preference for violent and scary fairy tales (Collins-Standley, Gan, Yu, & Zillmann, 19968. Collins-Standley, T., Gan, SL, Yu, HJ and Zillmann, D. 1996. ... Use of grounded theory (Strauss & Corbin, 199824. ...
Increasing Teacher Efficacy throughTechnology-Based Professional Development
Abstract: At the crux of effective technology professional development is rethinking traditional ... more Abstract: At the crux of effective technology professional development is rethinking traditional models to one that takes teachers beyond skill acquisition to possibilities of transformation of teaching practice. Both personal and outcome efficacy are tied to ...
The Role of Cognitive Tools in Lesson Planning Effectiveness
Abstract: A marked difference in the quality of reading lesson plans after students were required... more Abstract: A marked difference in the quality of reading lesson plans after students were required to use the Unit Builder feature in a web-based productivity tool (TaskStream) prompted the design of a study to measure significant changes. A rubric was created that meshed the qualities ...
Innovation in On-Line Early Childhood Graduate Degrees
Abstract Recent state recertification requirements prompted creation of a 100% on-line graduate c... more Abstract Recent state recertification requirements prompted creation of a 100% on-line graduate course for early childhood educators. Institutional goals included maintaining rigor, increasing number of students, and improving student retention. With support from the ...
Boys in the Club: Exploring Positive Male Archetypes with Preschool Males
Literacy Research and Instruction, 2009
... By the time they are 2, boys have a strong and growing preference for violent and scary fairy... more ... By the time they are 2, boys have a strong and growing preference for violent and scary fairy tales (Collins-Standley, Gan, Yu, & Zillmann, 19968. Collins-Standley, T., Gan, SL, Yu, HJ and Zillmann, D. 1996. ... Use of grounded theory (Strauss & Corbin, 199824. ...
Technology as an Electronic Mentor: Scaffolding Preservice Teachers in Writing Effective Literacy Lesson Plans
Journal of Early Childhood Teacher Education, 2006
... The instructional planning process was organized into four main phases; and a Microsoft Agent... more ... The instructional planning process was organized into four main phases; and a Microsoft Agent,Chris, was available as an advisor to the ... Baylor and Ryu found that the presence of an agent persona did not quantifiably affect performance (the quality of the lesson planning), but ...
Recent national public policy addresses the need for strengthening mathematics communication and ... more Recent national public policy addresses the need for strengthening mathematics communication and reasoning skills for elementary students. This study analyzed the effects of using podcasts to increase mathematical discourse on the fraction abilities of a sixth grade mathematics class. Students collaborated within small heterogeneous groups that completed a flow map to show steps in the process representing the sequence of a fraction problem"s solution. Students grappled with their understanding of mathematics by turning the flow map into a radio script which was ultimately posted as a podcast on the classroom"s website. Scores from district and school based assessments measured the growth of mathematical ability to add, subtract, and regroup mixed numbers with unlike denominators over a nine week period during the first half of the sixth grade. A paired sample t-test of the sixth grade pretest and posttest scores on a criterionreferenced assessment, revealed a statically significant difference. The use of precise mathematical vocabulary, displays of proper sequence to solve for the correct answer, and accuracy of answers increased. District created measures of progress remained consistent as the level of difficulty in the curriculum increased.
Picture books appeal to readers of all ages for many different reasons. As instructors of child d... more Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice in early childhood education. In this article, we provide examples of picture books that can be used to understand children from infancy (birth-2 years) to early childhood (2-6 years). Twenty-four suggested titles accurately narrate and illustrate early development.
Teacher Talk: Promoting Literacy Development Through Response to Story
Http Dx Doi Org 10 1080 02568540409595059, Nov 3, 2009
Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Ass... more Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Association for Childhood Education International 0256-8543/04 Teacher Talk: Promoting Literacy Development Through Response to Story ...
CORY COOPER HANSEN K elsey's excited voice brought three other kindergartners over to where she w... more CORY COOPER HANSEN K elsey's excited voice brought three other kindergartners over to where she was finger painting with primary colors inside a stencil of a chameleon. "It's changing colors! It's real, just like in the book," she bubbled as the paint blended together in swirls of orange, purple, and green. "A color of his own," grinned Bree, donning a smock to create her own changing chameleon, like the one in A Color of His Own (Lionni, 1975). These children (names are pseudonyms) were participants in a two-week author study exploring the words and pictures created by Leo Lionni. Author studies are perennial favorites in early childhood classrooms to encourage intertextuality and to attach new skills and knowledge to familiar characters and settings. Jenkins (1999) found that reading books by the same author brought children emotional sustenance, wisdom, delight with craft, and interest in the author as a writer and a person. Through her work exploring traditional author studies, Jenkins found that students are most often directed to focus upon literary biographies, to respond critically, or to respond aesthetically. Jenkins recommended interweaving these traditional ideas through "multiple response," which takes its lead from children who are actively engaged in learning about an author. Creating and implementing an author study that encourages a variety of engagements (
Teacher Talk: Promoting Literacy Development Through Response to Story
Journal of Research in Childhood Education, 2004
Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Ass... more Page 1. Journal of Research in Childhood Education 2004. Vol. 19. No. 2 Copyright 2004 by the Association for Childhood Education International 0256-8543/04 Teacher Talk: Promoting Literacy Development Through Response to Story ...
Contemporary Issues in Technology and Teacher …, 2008
Developmental concerns challenge technology use with young learners; however, critical areas of l... more Developmental concerns challenge technology use with young learners; however, critical areas of literacy have increased when technology is available. This study was designed to measure when and what kinds of technology were integrated into literacy teaching and learning with second graders. The OTELL (Observing Technology Enhanced Literacy Learning) instrument was created to record teacher and student use of technologies over five components of best practice in literacy instruction. Observations and interviews established pre-intervention literacy practice in year 1, and the OTELL was used to measure technology use in year 2 after district and professional development support provided technology-rich classrooms. Thirty-five random hours of observation over a 7-month period revealed that the curriculum remained stable after intervention and that technology was used in literacy learning and teaching approximately 39% of the time. Within that increased use of technology, students used technology the most when applying their literacy knowledge, and teachers used technology 70% of the time when presenting literacy minilessons. Teaching children how to read is a politically charged issue in the United States today. Literacy instruction is occurring amid unprecedented, standards-based, high-stakes accountability measures. Pressured in part by the mandates of the No Child Left Behind Act signed into legislation in 2002, scrutiny of early childhood classrooms has never been more intense. Trends include pushing the curriculum down the grade levels so children can gain basic skills faster (Stipek, 2006), focusing on the five elements of effective reading instruction, as determined by the National Reading Panel Report (summarized by Armbruster, Lehr, & Osborn, 2003), and expectations from parents, administrators, and society for teachers to use technology to adequately prepare our children for the 21st century.
Background: Much of the research related to Teach For America (TFA) is related to the concerns su... more Background: Much of the research related to Teach For America (TFA) is related to the concerns surrounding whether such teachers should assume primary teaching responsibility and whether alternatively certified teachers are effective in the classroom. This research study takes a ...
Association of Mexican American Educators Journal, Jan 19, 2014
Many nine-and ten-year-old boys find reading interesting but begin to feel insecure about themsel... more Many nine-and ten-year-old boys find reading interesting but begin to feel insecure about themselves as readers and avoid reading whenever they can. Reading avoidance starts early and for many boys, especially those of color living in poverty, fourth grade seems to be the time when this downward spiral begins. National and state assessment data consistently and currently indicates a gap and stall in the reading achievement of male Latino and English Language Learners living in poverty. However, as Weaver-Hightower (2008) notes, when educators talk about boys and their literacy achievement, they must not only ask which boys are failing but must also ask why? The goal of this study was to answer the why to Weaver-Hightower's questions for Mexican boys living in Phoenix, Arizona in the early part of 2010. Toward this goal, we established a fourth grade boys' book club in a neighborhood which presented many challenges for its inhabitants but especially for the Mexican boys who were learning English at their local school. Immigration sweeps and State Bill 1070 permeated their lives and skewed their vision of academic and social success. Regardless, our book club members emerged as tolerant, courageous, and generous individuals who do enjoy reading but too often find themselves reading alone. From these findings implications for educators are provided.
Boys in the Club: Exploring Positive Male Archetypes with Preschool Males
Http Dx Doi Org 10 1080 19388070802613468, Dec 18, 2009
... By the time they are 2, boys have a strong and growing preference for violent and scary fairy... more ... By the time they are 2, boys have a strong and growing preference for violent and scary fairy tales (Collins-Standley, Gan, Yu, & Zillmann, 19968. Collins-Standley, T., Gan, SL, Yu, HJ and Zillmann, D. 1996. ... Use of grounded theory (Strauss & Corbin, 199824. ...
Increasing Teacher Efficacy throughTechnology-Based Professional Development
Abstract: At the crux of effective technology professional development is rethinking traditional ... more Abstract: At the crux of effective technology professional development is rethinking traditional models to one that takes teachers beyond skill acquisition to possibilities of transformation of teaching practice. Both personal and outcome efficacy are tied to ...
The Role of Cognitive Tools in Lesson Planning Effectiveness
Abstract: A marked difference in the quality of reading lesson plans after students were required... more Abstract: A marked difference in the quality of reading lesson plans after students were required to use the Unit Builder feature in a web-based productivity tool (TaskStream) prompted the design of a study to measure significant changes. A rubric was created that meshed the qualities ...
Innovation in On-Line Early Childhood Graduate Degrees
Abstract Recent state recertification requirements prompted creation of a 100% on-line graduate c... more Abstract Recent state recertification requirements prompted creation of a 100% on-line graduate course for early childhood educators. Institutional goals included maintaining rigor, increasing number of students, and improving student retention. With support from the ...
Boys in the Club: Exploring Positive Male Archetypes with Preschool Males
Literacy Research and Instruction, 2009
... By the time they are 2, boys have a strong and growing preference for violent and scary fairy... more ... By the time they are 2, boys have a strong and growing preference for violent and scary fairy tales (Collins-Standley, Gan, Yu, & Zillmann, 19968. Collins-Standley, T., Gan, SL, Yu, HJ and Zillmann, D. 1996. ... Use of grounded theory (Strauss & Corbin, 199824. ...
Technology as an Electronic Mentor: Scaffolding Preservice Teachers in Writing Effective Literacy Lesson Plans
Journal of Early Childhood Teacher Education, 2006
... The instructional planning process was organized into four main phases; and a Microsoft Agent... more ... The instructional planning process was organized into four main phases; and a Microsoft Agent,Chris, was available as an advisor to the ... Baylor and Ryu found that the presence of an agent persona did not quantifiably affect performance (the quality of the lesson planning), but ...
Recent national public policy addresses the need for strengthening mathematics communication and ... more Recent national public policy addresses the need for strengthening mathematics communication and reasoning skills for elementary students. This study analyzed the effects of using podcasts to increase mathematical discourse on the fraction abilities of a sixth grade mathematics class. Students collaborated within small heterogeneous groups that completed a flow map to show steps in the process representing the sequence of a fraction problem"s solution. Students grappled with their understanding of mathematics by turning the flow map into a radio script which was ultimately posted as a podcast on the classroom"s website. Scores from district and school based assessments measured the growth of mathematical ability to add, subtract, and regroup mixed numbers with unlike denominators over a nine week period during the first half of the sixth grade. A paired sample t-test of the sixth grade pretest and posttest scores on a criterionreferenced assessment, revealed a statically significant difference. The use of precise mathematical vocabulary, displays of proper sequence to solve for the correct answer, and accuracy of answers increased. District created measures of progress remained consistent as the level of difficulty in the curriculum increased.
Picture books appeal to readers of all ages for many different reasons. As instructors of child d... more Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice in early childhood education. In this article, we provide examples of picture books that can be used to understand children from infancy (birth-2 years) to early childhood (2-6 years). Twenty-four suggested titles accurately narrate and illustrate early development.
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