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Engaging with Engagement: Interrogating Preservice Teachers' Theories of Engagement in Their Literacy Planning and Reflection
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Lindsey W. Rowe; Jackie Ridley; Marie E. Borkowski; Sarah E. Jackson; Michiko Hikida – Action in Teacher Education, 2024
The term "engagement" is widely used in teacher education and professional development. There is, however, a lack of consensus about the meaning of this term: it is defined in numerous ways with various theoretical underpinnings. This article employs a postqualitative approach to explore conceptualizations of engagement and their…
Descriptors: Preservice Teachers, Literacy Education, Learner Engagement, Language Usage
Bridging Pedagogies: Drama, Multiliteracies, and the Zone of Proximal Development
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Macy, Leonora – Educational Forum, 2016
This article examines how one educator embraced Vygotsky's concept of the zone of proximal development (ZPD) while using drama to scaffold learning about Dr. Seuss's "The Lorax" for first-grade students. This learning event is interpreted with reference to the ZPD and the New London Group's pedagogy of multiliteracies. The author asserts…
Descriptors: Multiple Literacies, Teaching Methods, Learning Theories, Sociocultural Patterns
Implementing and Evaluating School-Based Primary Prevention Programs and the Importance of Differential Effects on Outcomes
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Hussey, David L.; Flannery, Daniel J. – Journal of School Violence, 2007
In 2004, Second Step (Committee for Children, 2002), a violence prevention program, was implemented in the Cleveland Heights-University Heights school district for 1,416 K through second grade students. Both process and outcome measures were used to evaluate program impact and examine issues related to the implementation and evaluation of…
Descriptors: School Safety, Health Promotion, Aggression, Violence
A School for Everyone?: The Swedish School System's Struggles to Reconcile Societal Goals with School and Classroom Practices
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O'Brien, Leigh M. – Childhood Education, 2007
In this article, the author discusses her investigations into the connection between the values of Swedish society and Swedish classroom practices by way of the early childhood special education system. She describes Swedish educational policies and the challenges surrounding moving from policy to practice, and also uncovers themes regarding…
Descriptors: Investigations, Relationship, Social Values, Foreign Countries
Philosophy and the Role of Teacher Reflections on Constructing Gender
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Gosselin, Colette – Educational Foundations, 2007
Verbal and non-verbal communication interactions have a strong influence on the social construction of gender. Therefore understanding the classroom interaction structures and the subsequent socio-cultural context is a vital commitment for any teacher. Furthermore, since gender is constructed in the day-to-day interactions of children's lives,…
Descriptors: Educational Philosophy, Ethnography, Interaction, Sexual Identity
The Socialization of Information Behavior: A Case Study of Cognitive Categories for Library Information
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Cooper, Linda Z. – Library Quarterly, 2004
This article describes several sessions of a larger case study that examined cognitive categories for library information in a group of children in kindergarten through grade 4. While the initial motivation for the project was pragmatic in nature, theoretical issues relating to people's cognitive categories for information are examined as well.…
Descriptors: Libraries, Classification, Cognitive Processes, Information Science Education