Papers on Education by Carol Gilles
Working with my mentor is like having a second brain/hands/ feet/eyes": Perceptions of Novice Tea... more Working with my mentor is like having a second brain/hands/ feet/eyes": Perceptions of Novice Teachers 78 English Journal 102.3 (2013): 78-86 M If new teachers are going to do more than endure a rocky start, they need to develop a deep understanding about learners and about teaching their own discipline effectively. Research reveals characteristics of effective mentors who attend to the emotional, pedagogical, and logistical needs of their new colleagues. In the best circumstances, several colleagues serve as mentors and recognize these diverse needs.
Papers by Carol Gilles
WOW Stories, Oct 1, 2012
Includes Introducing the Text Sets: Investigating Myanmar (Burma) with First and Fifth Grade Budd... more Includes Introducing the Text Sets: Investigating Myanmar (Burma) with First and Fifth Grade Buddies by Jean Dickinson, First Grade’s Introduction to Cuba by Missy Morrison, From The Three Questions to about a Million More: Kindergarteners Explore Russia by Linda Wycoff with Janice Henson, Using Arts/Literacy Integration with Global Literature by Gennie Pfannenstiel with Linda Aulgur, Growing Compassion: Using Global Text Sets with Second Graders by Tara Gutshall, and Final Reflection: What Did We Learn? by Carol Gilles.This material published in WOW Stories is made available by the Worlds of Words: Center of Global Literacies and Literatures, College of Education at the University of Arizona, and the University of Arizona Libraries. If you have questions, please contact [email protected], (520) 621-9340
Reading Horizons, 2017
Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts... more Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read two pieces in simplified Chinese and two in English respectively. This study demonstrates that RMA supports adult ELs to become more metacognitive about their reading process, uncover reading strategies they use, build their confidence to read, acquire more agency, and learn more about the English language. RMA is a powerful instructional strategy for adult ELs. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through Retrospective Miscue Analysis. It demonstrates that RMA supports adult ELs to become more metacognitive about their reading process, uncover reading strategies they use, build their ...
pert on India. Along the wall are paintings that the first graders completed when they heard Pain... more pert on India. Along the wall are paintings that the first graders completed when they heard Painting the Wind (Dionette, 1996) and studied the life of Vincent van Gogh. Open a door and you may see children acting out an event from the Civil War, or rhythmically moving with scarves to symbolize light as they sing a song they are learning. These children are part of an "expressive arts special emphasis school," which is open to children within the attendance area, and children whose parents are willing to provide transportation. Lee School enables children to use the arts to learn and to express what they know. The goal of this integrated curriculum is to help the children make more connections between the standard curriculum and the arts to provide more ways of learning and expressing what they learn. In addition to the regular art and music time, children have 40 minutes extra in music and one hour a week extra in art during two quarters for curricular integration. The ar...
Mentoring & Tutoring: Partnership in Learning, 2018
How do educators learn to be teacher leaders? In this qualitative survey research study, we explo... more How do educators learn to be teacher leaders? In this qualitative survey research study, we explored perceptions of 227 former induction program participants concerning teacher leadership (65% response rate). Methodologically, we conducted qualitative coding of open-ended survey data. Defined teacher leadership, participants often referred to their mentor. They reported currently serving in a wide variety of teacher leadership roles. They suggested the induction program and their mentors nurtured them to become teacher leaders. Examining the data, we conclude that during the program mentors demonstrate to novices teacher leader characteristics, as they share best practices, model professionalism, and offer support. They normalize that leadership is simply a part of good teaching. When the participants graduate and work in classrooms, many draw upon their induction experiences and emerge as teacher leaders. Data suggest that to increase teacher leadership, more comprehensive, full-time mentoring induction programs are warranted.
School University Partnerships, 2009
The No Child Left Behind Act emphasizes a need to elevate "teacher and principal quality through ... more The No Child Left Behind Act emphasizes a need to elevate "teacher and principal quality through recruitment, hiring, and retention strategies" (Section 2113.a.3). As districts search for ways to attract and retain teachers, as well as improve the quality of their teaching, many have turned to school-university partnerships. The development and benefits of school-university partnerships have been widely studied (Borth
The qualitative study described in this paper began as a collaborative project between three Univ... more The qualitative study described in this paper began as a collaborative project between three Universities offering comprehensive induction programs to first year teachers. Fourteen teacher mentors were selected to participate in this case study of teacher leaders and leadership. Three of the fourteen teacher leaders were selected to participate in a special case study of their leadership development. The researchers found their leadership qualities to be exemplary and wanted to explore in more depth the three teacher leaders and how they developed and shared their skills as leaders with their mentees and colleagues. The three participants represent perspectives from three states: Missouri, Nebraska, and Texas. All three participants discuss their perspectives on
Working with my mentor is like having a second brain/hands/ feet/eyes": Perceptions of Novic... more Working with my mentor is like having a second brain/hands/ feet/eyes": Perceptions of Novice Teachers Other induction programs may be con-ceptualized as educative (Feiman-Nemser, "Teach-ers") or comprehensive (Britton et al.). These site-based programs combine the immediate needs of teacher support with an individualized form of pro-fessional development. They are time intensive and offer more preparation for the mentor. Additionally, they try to move beyond simple encouragement of the mentee and actually support teaching and stu-dent performance. In these programs, the mentor plays a crucial role in fostering long-term, effective teaching prac-tices as well as meaningful and effective learning for all the students in the new teacher's classroom (Norman and Feiman-Nemser). We were interested in what new teachers perceived and reported about the mentoring they had received in a comprehen-sive induction program. What did they find valu-able? What seemed most effect...
Linguistics and Education, 2022
Abstract Though researchers have documented literature discussion groups and the importance of ac... more Abstract Though researchers have documented literature discussion groups and the importance of accountable/academic talk, fewer studies have examined how students and ideas have been silenced in small autonomous groups. This case study draws on a sociocultural perspective and dialogic participation in these spaces as sites of knowledge generation. Our study investigated the question, “What factors may contribute to the silencing of students and ideas in autonomous literature groups?” Focusing on a sixth grade class of 21 students (11 boys and 10 girls) in a private school, we gathered a variety of data: formal and informal interviews from Nora (the teacher) and her students; recorded transcripts of discussion groups; field notes from classroom observations; selected student and teacher journal entries; artifacts from Nora's professional presentations and information shared with parents; and, think alouds and member checks from Nora. Findings indicated that there were multiple factors that might contribute to silencing: those related to the teacher's discourse routines and instructional scaffolding decisions and those related to the students’ academic and social histories, including classroom gender norms and social hierarchies. More importantly, these factors were in transaction with one another, which affected the strength of the factors. For example, the turn-taking norm advocated by the teacher, was intended to ensure that all participants had access to the floor. However, this norm also functioned to silence topics or individuals. Students focused on the norm rather than on exploration of ideas, sharing journal entries in a pro forma fashion. Students who moved to follow this norm sometimes interrupted discussion of another student's ideas in order to make time for all to share. Other students cited this norm when attempting to hold the floor or to avoid a complex conversation. Some students seemed to use this norm to privilege certain voices over others. The complexity of the transaction of factors offers a more nuanced understanding of how silencing occurs. Teachers and researchers, leaning into this complexity, may be better equipped to help students recognize and disrupt such silencing.
Voices from the middle, 2010
Language arts, 1998
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Papers on Education by Carol Gilles
Papers by Carol Gilles