Title

Using teaching cases to foster a culturally responsive literacy pedagogy.

SelectedWorks Author Profiles:

AnnMarie Alberton Gunn

Document Type

Article

Publication Date

2015

Date Issued

2015-01-01

Date Available

2015-10-14

ISSN

0890-6459

Abstract

The purpose of this study was to describe the perceptions of a professor who used teaching cases that featured literacy and diversity issues in a course entitled Early and Emergent Literacy. The participants of this study are a literacy professor and the preservice teachers (n = 20) enrolled in the course. Interviews, a researcher reflective journal, a professor-kept journal, and on participant observation notes were used to unfold the lived experiences of the participants throughout one semester. The use of teaching cases that feature diversity and literacy issues were shown to be an effective tool for fostering a culturally responsive literacy pedagogy. Recommendations and implications are discussed for teacher educators.

Comments

Abstract only. Full-text article is available through licensed access provided by the publisher. Published in Teacher Education and Practice, 28(1), 45-57.

Language

en_US

Publisher

Rowman & Littlefield Education

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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