Preservice teachers' selection and use of content area literacy strategies

Journal of Educational Research

Volumn 90, Issue 3, 1997, Pages 154-163

  Bean, Thomas W ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040360885     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671.1997.10543771     Document Type: Article

References (16)

1. Bean, T.W., & Readence, J. E. (in press). Content area reading: Current state of the art. In J. Flood & D. Lapp (Eds.), Content area reading and learning: Instructional strategies (2nd ed.). Boston, MA: Allyn & Bacon
2. Bean, T.W., & Zulich, J. (1992). A case study of three preservice teachers' beliefs about content area reading through the window of student-professor dialogue journals. In C, K. Kinzer & D, J. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 463-174), Forty-first Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference
3. El-Dinary, P.B., Pressley, M., Coy-Ogan, L., & Schuder, T. (1994). The leaching practices of transactional-strategies-instruction teachers as revealed through collaborative interviewing. Reading Research Report No. 23. College Park. MD: National Reading Research Center, A Consortium of the University of Georgia and the University of Maryland
4. El-Dinary, P.B., & Schuder, T. (1993). Teachers'first year of transactional strategies instruction. Reading Research Report No. 5. College Park, MD: National Reading Research Center, A Consortium of the University of Georgia and the University of Maryland
5. Fox, D. L. (1993). The influence of context, community, and culture: Contrasting cases of teacher knowledge development. In D, J. Leu & C, K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 345-366). Forty-second Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference
6. Hollingsworth, S., & Teal, K. (1991). Learning to teach reading in secondary math and science. Journal of Reading, 35, 190-194
7. Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29, 325-349
8. Livingston, C., & Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40, 36-42
9. Moje, E. B. (1993). Life experiences and teacher knowledge: How a content teacher decides to use literacy strategies. Paper presented at the Forty-third National Reading Conference. Charleston: South Carolina
10. Muth, K. D. (1993). Reading in mathematics: Middle school mathematics teachers' beliefs and practices. Reading Research and Instruction, 32, 76-83
11. O'Brien, D.G., Stewart, R.A., & Moje, E. B. (1993). Why content literacy is difficult to infuse into the secondary curriculum: Strategies, goals, and classroom realities. Manuscript submitted for publication
12. Ogle, D. (1992). K W L in action: Secondary teachers find applications that work. In E, K. Dishner, T. W. Bean, J. E. Readence. & D, W. Moore (Eds.), Content area reading: Improving classroom instruction (pp. 270-282). Dubuque, IA: Kendall/Hunt
13. Readence, J.E., Bean, T.W., & Baldwin, R. S. (1995). Content area reading: An integrated approach (5th ed.). Dubuque, IA: Kendall/Hunt
14. Reinking, D., Mealey, D., & Ridgeway, V. G. (1993). Developing preservice teachers' conditional knowledge of content area reading strategies. Journal of Reading, 36. 458-569
15. Wilson, E.K., Konopak, B. C & Readence, J. E. (1993). A case study of a preservice secondary social studies teacher's beliefs and practices about content area reading. In D, J. Leu & C, K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 335-343). Forty-second Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference
16. Zulich, J., Bean, T.W., & Herrick, J. (1992). Charting stages of preservice teacher development and reflection in a multicultural community through dialogue journal analysis. Teaching & Teacher Education, 8, 345-60