Using Tension as a Resource

New Visions in Teaching the English Language Arts Methods Class
Herausgeber: Hallman, Heidi L.; Pastore-Capuana, Kristen; Pasternak, Donna L.

• Broschiertes Buch

Produktbeschreibung

This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. It features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 210
• Erscheinungstermin: 16. April 2019
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 349g
• ISBN-13: 9781475845488
• ISBN-10: 1475845480
• Artikelnr.: 55712692

Autorenporträt

Heidi L. Hallman, Ph.D., is Professor of English Education in the Department of Curriculum and Teaching at the University of Kansas. Her research focuses on how prospective teachers are prepared to teach in diverse school contexts. Kristen Pastore-Capuana, Ph.D., is Assistant Professor of English Education in the English Department at Buffalo State College. She is the Assistant Director of the Western New York Network of English Teachers (WNYNET). Donna L. Pasternak, Ph.D., is Professor of English Education in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee. She directs the University of Wisconsin-Milwaukee Writing Project.

Inhaltsangabe

Acknowledgments Editors' Introduction Heidi L. Hallman, Kristen
Pastore-Capuana, and Donna L. Pasternak Section I: Frameworks for English
Education Chapter 1: Educating Teachers for Critical Pragmatism: Methods as
a "Conceptual Home Base" Lauren Gatti, Sarah Thomas, Jessica Masterson,
Robert Brooke, and Rachael Wendler-Shah A Response to Chapter 1 Melissa
Schieble Chapter 2: Enduring Assignments in the Methods Course: Lesson
Planning and Micro-Teaching as Trigger Points for Stimulating Social
Justice Teaching Terri L. Rodriguez A Response to Chapter 2 Allison Wynhoff
Olsen Chapter 3: Exploring Tensions During Critical Conversations about
Race in English Education Amy Vetter and Melissa Schieble A Response to
Chapter 3 Lauren Gatti Section II: Practices in English Education Chapter
4: Writing in and for the 21st Century: Crossing Digital and Multimodal
Thresholds in ELA Methods Courses Amber Jensen A Response to Chapter 4 Mike
Metz Chapter 5: Moving Pre-service English Majors from Egocentric to
Sociocentric Readings Crag Hill A Response to Chapter 5 Christopher M.
Parsons Chapter 6: Powerful Influence and Absurd Neglect: The Legacy of
Louise M. Rosenblatt Sue Ringler Pet A Response to Chapter 6 Crag Hill
Chapter 7: Teacher Candidates' Perspectives on Tensions within the
Methods-Based Field Experience Christopher M. Parsons A Response to Chapter
7 Laura A. Renzi Section III: Communities of English Education Chapter 8:
English Education Methods Courses as Sites of Induction into English
Teacher Communities of Practice James Cercone and Kristen Pastore-Capuana A
Response to Chapter 8 Amber Jensen Chapter 9: Tensions in ELA Field
Experiences: Service-learning Initiatives in Rural Contexts Allison Wynhoff
Olsen A Response to Chapter 9 Jamie M. Collins Chapter 10: A Teaching
Mythology: Disrupting the Tutor/Teacher Dichotomy Heidi L. Hallman and
Melanie N. Burdick A Response to Chapter 10 Terri L. Rodriguez About the
Editors About the Contributors Index