Pre-Service Teachers' Use of Multicultural Literature

Autor/in	Lawrence, Salika A.
Titel	Pre-Service Teachers' Use of Multicultural Literature
Quelle	In: Journal of Inquiry and Action in Education, 9 (2017) 1, S.28-47 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-1474
Schlagwörter	Preservice Teachers; Multicultural Education; Qualitative Research; Elementary School Curriculum; Culturally Relevant Education; Childrens Literature; Reading Skills; Student Teaching; Action Research; Research Reports; New York + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Qualitative Forschung; 'Children''s literature'; Kinderliteratur; Reading skill; Lesefertigkeit; Teaching practice; Unterrichtspraxis; Projektforschung; Research report; Forschungsbericht
Abstract	This qualitative study examines how pre-service teachers in urban elementary classrooms develop student literacy with multicultural literature. By evaluating the action research reports of three pre-service teacher candidates, the authors determine how reading experiences with texts align to Bloom's Taxonomy and expectations for Common Core State Standards. Findings indicate that multicultural literature engages students with authentic connections to learning. Results also show that teachers relied on guided questioning to measure reading comprehension, though the types of questions varied. The implications of this study for teachers to consider are: how to incorporate multicultural texts into the curriculum to encourage critical thinking, and the types of questions that promote text analysis. [This article was written with Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, and Clorene Similien.] (As Provided).
Anmerkungen	Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01