Redefining content-area literacy teacher education: Finding my voice through collaboration

Harvard Educational Review

Volumn 78, Issue 1, 2008, Pages 60-83

  Draper, Roni Jo ^a  

^a BRIGHAM YOUNG UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 41849114549     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.78.1.k104608143l205r2     Document Type: Article

References (46)

1. Bernstein, R.J. (1998). Community in the pragmatic tradition. In M. Dickstein (Ed.), The revival of pragmatism: New essays on social thought, law, and culture (pp. 141-156). London: Duke.
2. Bullough, R. V., Jr., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21.
3. Conley, M. (2008). Content area literacy: Learners in context. Boston: Pearson.
4. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Free Press.
5. Dewey, J. (1927). The public and its problems. Athens, OH: Swallow Press.
6. Draper, R. J. (2000). How secondary preservice mathematics, science, and social studies methods textbooks support content-area literacy instruction: A qualitative content analysis. Unpublished dissertation, University of Nevada, Reno.
7. Draper, R.J. (2002a). Every teacher a literacy teacher? An examination of the literacy-related messages in secondary methods textbooks, Journal of Literacy Research, 34, 357-384.
8. Draper, R.J. (2002b). School mathematics reform, constructivism, and literacy: A case for literacy instruction in the reform-oriented math classroom. Journal of Adolescent and Adult Literacy, 45, 520-529.
9. Draper, R. J., Hall, K. M., & Smith, L. K. (2006). The possibility of democratic educational research to nurture democratic educators. Action in Teacher Education, 28(2), 66-72.
10. Draper, R. J., & Siebert, D. (2004). Different goals, similar practices: Making sense of the mathematics and literacy instruction in a standards-based mathematics classroom. American Educational Research Journal, 41, 927-962.
11. Eisner, E. W. (1979). The educational imagination: On the design and evaluation of school programs. New York: Macmillan.
12. Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3), 26-28.
13. Fisher, D., & Ivey, G. (2005). Literacy and language as learning in content-area classes: A departure from "every teacher a teacher of reading." Action in Teacher Education, 277(2), 3-11.
14. Gee, J. P. (1989). What is literacy? Journal of Education, 171(1), 18-25.
15. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: RoutledgeFalmer.
16. Gray, W. S. (1925). A modern program of reading instruction for the grades and high school. In G. M. Whipple (Ed.), Report of the National Committee on Reading: 24th yearbook of the National Society for the Study of Education, part 1 (pp. 21-73). Bloomington, IL: Public School Publishing.
17. Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
18. Kist, W. (2001). Beginning to create the new literacy classroom: What does the new literacy look like? InJ. A. Rycik & J. L. Irvin (Eds.), What adolescents deserve: A commitment to students' literacy learning (pp. 226-240). Newark, DE: International Reading Association.
19. Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon.
20. Kremmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567-606). Thousand Oaks, CA: Sage.
21. Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study, Journal of Teacher Education, 58(1), 12-20.
22. Manzo, A. V., Manzo, U. C., & Estes, T. H. (2001). Content area literacy: Interactive teaching for active learning (3rd ed.). New York: John Wiley & Sons.
23. Mcintosh, M. E., & Draper, R.J. (1997a). Logging on daily. Writing Teacher, 10(2), 26-29.
24. Mcintosh, M. E., & Draper, R. J. (1997b). Write starts: 101 learning logs for the mathematics classroom. Palo Alto, CA: Dale Seymour.
25. Mcintosh, M. E., & Draper, R.J. (2001). Using learning logs in mathematics: Writing to learn. Mathematics Teacher, 94, 554-559.
26. McKenna, M. C., & Robinson, R. D. (1990). Content literacy: A definition and implications. Journal of Reading, 34, 184-186.
27. Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W. (2000). Reinventing adolescent literacy for new times: Perennial and millennial issues, Journal of Adolescent and Adult Literacy, 43, 400-410.
28. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
29. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
30. Neilsen, L. (1998). Playing for real: Performative texts and adolescent identities. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literades in adolescents' lives (pp. 3-26). Mahwah, NJ: Erlbaum.
31. New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantizis (Eds.), Multiliterades: Literacy learning and the design of social futures (pp. 3-37). London: Routledge.
32. O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30, 442-463.
33. Peirce, C. S. (1955). The scientific attitude and fallibilism. In J. Buchler (Ed.), Philosophical writings of Pairce (pp. 42-59). New York: Dover.
34. Ratekin, N., Simpson, M. L., Alvermann, D. E., & Dishner, E. K. (1985). Why teachers resist content reading instruction, Journal of Reading, 28, 432-437.
35. Readence, J. E., Bean, T. W., & Baldwin, R. S. (2004). Content area literacy: An integrated approach (8th ed.). Dubuque, IA: Kendall/Hunt.
36. Reason, P. (1994). Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 324-339). Thousand Oaks, CA: Sage.
37. Reason, P. (1999). Integrating action and reflection through co-operative inquiry. Management Learning, 30, 207-226.
38. Romine, B. G. C., McKenna, M. C., & Robinson, R. D. (1996). Reading coursework requirements for middle and high school content area teachers: A U.S. survey, Journal of Adolescent and Adult Literacy, 40, 194-198.
39. Siebert, D., & Draper, R.J. (in press). Why content-area literacy messages do not speak to mathematics teachers: A critical content analysis. Literacy Research and Instruction.
40. Simpson, E. A. (1954). Helping high-school students read better. Chicago: Science Research Associates.
41. Stewart, R. A., & O'Brien, D. G. (1989). Resistance to content area reading: A focus on preservice teachers. Journal of Reading, 32, 396-401.
42. Vacca, R. T. (2002). Making a difference in adolescents' school lives: Visible and invisible aspects of content area reading. In A. E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 184-204). Newark, DE: International Reading Association.
43. Vacca, R. T., & Vacca, J. A. (2005). Content area reading: Literacy and learning across the curriculum (8th ed.). Boston: Allyn and Bacon.
44. Vacca, R. T., & Vacca, J. A. (2008). Content area reading: Literacy and learning across the curriculum (9th ed.). Boston: Allyn and Bacon.
45. Wade, S. E., & Moje, E. B. (2000). The role of text in classroom learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III (pp. 609-628). Mahwah, NJ: Erlbaum.
46. Wenger, I. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.