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Autor/inn/enBraden, Eliza G.; Gibson, Valente'
TitelA Framework for Supporting Preservice Teachers (PSTs) in Culturally Sustaining Nonfiction Writing
QuelleIn: Theory Into Practice, 60 (2021) 3, S.242-253 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0040-5841
DOI10.1080/00405841.2021.1911579
SchlagwörterPreservice Teachers; Preservice Teacher Education; Culturally Relevant Education; Critical Theory; Consciousness Raising; College School Cooperation; Elementary School Students; Grade 5; Children; Nonfiction; Writing Instruction; African Americans; Authors; Teaching Methods
AbstractThe purpose of this article is to share specific methods employed to support preservice teachers as they engage in culturally sustaining nonfiction writing instruction with elementary children in an embedded methods course. First, we explore theories of culturally relevant and sustaining pedagogies. Next, we define culturally sustaining writing practices with young children. Finally, we share a framework for engaging in culturally sustaining nonfiction writing. We do this by describing our work of having PSTs (aka tall teachers) engaging in a culturally sustaining authoring cycle where they examine historical and contemporary movements beside their fifth-grade literacy pals (aka small teachers) to create critical nonfiction writing. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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