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1 – 10 of over 88000
Book part
Publication date: 5 June 2017

Margarita Jimenez-Silva and Ruth Luevanos

This chapter describes a case study of a teacher, Mrs. L., whose teaching incorporates culturally sustaining pedagogy (CSP) into U.S. and World History classrooms in order to meet…

Abstract

This chapter describes a case study of a teacher, Mrs. L., whose teaching incorporates culturally sustaining pedagogy (CSP) into U.S. and World History classrooms in order to meet the academic and linguistic needs of her specific student populations. The examples used in this chapter come from two settings in which Mrs. L has worked – an alternative high school for pregnant and parenting minors and a junior high school. Both settings were located in a diverse region of Southern California. Mrs. L’s methods for incorporating CSP into her U.S. and World History content were based foremost on establishing and building relationships and rapport with each girl in her class. Mrs. L incorporates CSP as she teaches her students about first and secondary sources through Richie Valens, develops critical thinking as she teaches about the Westward Expansion and the Lewis and Clark expedition, and develops technology skills as she teaches about various cultural views of death.

Details

Culturally Sustaining and Revitalizing Pedagogies
Type: Book
ISBN: 978-1-78441-261-6

Keywords

Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…

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Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 18 September 2014

María Estela Brisk, Anne Homza and Janet Smith

This chapter investigates the impact of a teacher preparation program that includes specific attention to the needs of bilingual learners on participants’ subsequent teaching…

Abstract

This chapter investigates the impact of a teacher preparation program that includes specific attention to the needs of bilingual learners on participants’ subsequent teaching practices. Specifically, this mixed methods retrospective study examines graduates’ reports of their current teaching practices as well as their perceptions of the Teaching English Language Learners (TELL) program’s impact on these practices. Multiple-choice survey data were analyzed quantitatively to identify trends among reported practices and perceptions. Open-ended survey and interview data were analyzed qualitatively to identify interrelated themes within teachers’ detailed, first-hand accounts of their pre-service and in-service experiences. The results showed that there was variety with respect to whether particular linguistically responsive practices were routine, used occasionally, or rarely. There was also a difference with respect to whether such practices were perceived to be the result of having participated in the program. Notably, the most frequently used practices attributed to the TELL program involved teaching language (TL) to facilitate content learning. Other aspects of the teacher preparation program supported effective practices for academic content learning, but only TELL coursework and experiences facilitated practices that emphasized academic language development. These results suggest that programs created to improve the preparation of teachers to work with bilingual learners in mainstream classroom contexts must make a special effort to develop teachers’ skills in regard to language teaching, especially practices that focus on language beyond the word-level. There are limitations to the study because of the small number of participants and the fact that they were self-selected as program participants.

Details

Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-265-4

Keywords

Book part
Publication date: 3 February 2015

Sandra Mercuri

In consideration of the needs of the growing numbers of Spanish-speaking emergent bilingual students in U.S. classrooms who are learning English as a new language, this study…

Abstract

In consideration of the needs of the growing numbers of Spanish-speaking emergent bilingual students in U.S. classrooms who are learning English as a new language, this study explores the teachers’ understanding of instructional practice using a specific pedagogical framework designed for emergent bilingual classroom contexts called Preview/View/Review (P/V/R). A constructivist and a translanguaging lens informed the theoretical framework for this study. One set of qualitative data from interviews was collected from a random sample of teachers who participated in a Master’s program in bilingual education in a border university in South Texas. Interview questions focused on the teachers’ reflections on the planning for and the implementation of the pedagogical structure P/V/R in their dual language contexts. Three findings arose from the data: (a) participants demonstrated an understanding of planning for and implementation of the P/V/R structure as a scaffold to build background knowledge of new concepts in the different disciplines; (b) the P/V/R structure has the potential to facilitate cross-linguistic transfer and the potential to be implemented as a form of translanguaging pedagogy; and (c) the implementation of a well-planned P/V/R structure enhances students’ engagement with the learning in two languages. One identifiable limitation of the study is the small size of the sample. In addition, classroom observations of the implementation of the structure are needed to mitigate the possible over-reporting of P/V/R as a good practice on the part of the teachers. Insights from this study inform teacher educators in teacher preparation programs who are preparing teachers for working with emergent bilingual learners and the professional development of all teachers, including those who teach in bilingual school contexts.

Details

Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-494-8

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Article
Publication date: 2 November 2012

Nayanthara De Silva, Malik Ranasinghe and C.R. De Silva

The factors contributing to maintenance cost include the life‐long environmental factors that the building is exposed to during its useful life as well as parameters relating to…

2149

Abstract

Purpose

The factors contributing to maintenance cost include the life‐long environmental factors that the building is exposed to during its useful life as well as parameters relating to the design, construction and maintenance processes. The performance of risk associated with these factors decides the future maintenance requirements of buildings. Ignoring these risks factors generally result in high maintenance costs. The purpose of this paper is to identify the maintainability risk factors and their implications on maintenance costs.

Design/methodology/approach

A survey based methodology was used to establish the risks factors of building maintainability. A sample of high‐rise buildings was selected to evaluate these risk factors that were identified through an extensive literature review and survey of substantive experts. Further, these risks factors were applied to a real case study.

Findings

A total of ten risk factors of maintainability were identified in relation to high‐rise buildings. They were analyzed using a case study and the implications on maintenance cost were evaluated. The results show that there is a considerable reduction in maintenance cost when these risks are minimized.

Research limitations/implications

The research was limited to the USA and its six biggest cities. The results presented are predominantly qualitative and the results rely on extensive evaluation.

Originality/value

The paper provides useful information to the designers and users on the maintenance problems related to buildings. Also it highlights critical risk conditions that should be considered to minimize maintenance costs.

Details

Journal of Financial Management of Property and Construction, vol. 17 no. 3
Type: Research Article
ISSN: 1366-4387

Keywords

Article
Publication date: 25 September 2007

Annick Janson and Robert J. McQueen

The paper seeks to capture leadership tacit knowledge mechanisms built throughout leaders' careers. Learning to be a leader involves developing the tacit knowledge to give…

6859

Abstract

Purpose

The paper seeks to capture leadership tacit knowledge mechanisms built throughout leaders' careers. Learning to be a leader involves developing the tacit knowledge to give confidence in one's decisions. Most of the knowledge required cannot be acquired from explicit documents – rather, it is built through action, experience and reflection. This research focuses on leadership in the innovation context where learning potentially occurs through a variety of knowledge building processes.

Design/methodology/approach

Narratives from 31 leaders who have achieved success in innovation leadership were collected piloting a tacit knowledge articulation methodology. From the narratives, a model is proposed which is embedded in the leadership career pathways of these innovation leaders.

Findings

The findings suggest that leadership tacit knowledge mechanisms evolve with organisations' life cycle. A bi‐focal (developmental and “locus of knowledge“ factors) model was assembled to explain how successful leadership involves balancing “locus of learning” from internal and external sources and facilitating mind‐shifts (e.g. collaboration and communication paradigms underlying relationship and networking processes).

Research limitations/implications

The study sample size was relatively small – further replications with a larger number of subjects and in different contexts are planned or under way.

Practical implications

This research has implications relevant to both leaders interested in bringing their organizations to their next developmental level and to practitioners because leverage points are identified at which interventions designed to share the lessons learned from successful leaders will be most effective.

Originality/value

Tacit leadership knowledge is not easily transferred into explicit “how‐to” instructions for consumption by a prospective innovation leader, yet it is a major source of competitive advantage. It is more appropriate to view innovation leadership development as a tacit knowledge building process in individuals and groups, rather than a knowledge transfer from knowledgeable leaders to wannabe leaders. A developmental model is proposed that integrates the changes occurring in learning patterns while firms expand their loci of knowledge.

Details

Leadership & Organization Development Journal, vol. 28 no. 7
Type: Research Article
ISSN: 0143-7739

Keywords

Book part
Publication date: 7 January 2019

Christy R. Austin and Sharon Vaughn

A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data indicate…

Abstract

A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data indicate that many students with and at-risk for reading disabilities require more intensive reading interventions. This chapter utilizes the theoretical model of the Simple View of Reading to describe the benefit of early reading instruction, targeting both word reading and word meaning. In addition, evidence is presented supporting the use of word meaning instruction to improve accurate and efficient word reading for students who have failed to respond to explicit decoding instruction.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Keywords

Book part
Publication date: 2 August 2018

Kathleen Ann Ramos

Teacher educators in rural settings where few English learners (ELs) may be enrolled in PK-12 schools are responsible for creating learning experiences that support preservice…

Abstract

Teacher educators in rural settings where few English learners (ELs) may be enrolled in PK-12 schools are responsible for creating learning experiences that support preservice teachers in building a foundation for teaching culturally and linguistically diverse learners. The goal of the self-study described in this chapter was to investigate a teacher educator’s practice in a largely White, English-speaking rural area in the northeastern US. Learning experiences embedded in the one required course for preparing to teach ELs were grounded in extant research. This chapter highlights one unique experience in which the preservice teachers interacted with international ESL peers on campus to negotiate meaning of a complex text. The preservice teachers reported that this interaction led to analogous understandings for planning and implementing literacy instruction with ELs. These results may be useful to other teacher educators in rural areas who seek principled ways to strengthen preservice teachers’ preparedness for teaching ELs.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

Article
Publication date: 25 November 2013

Anna Marie Johnson, Claudene Sproles and Robert Detmering

– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

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Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 41 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 1 July 2014

Dave Neumann, Nicole Gilbertson and Lisa Hutton

The Common Core State Standards (CCSS) invite students to engage in close reading of primary source texts from American history, but an overly rigid definition of close reading…

Abstract

The Common Core State Standards (CCSS) invite students to engage in close reading of primary source texts from American history, but an overly rigid definition of close reading that excludes providing background knowledge threatens to undermine these efforts. This approach flies in the face of decades of research on successful reading comprehension strategies. It also rejects the extensive literature on discipline-based learning in history, which has routinely affirmed the importance of context for understanding primary source texts. Primary sources are typically drawn from a world different from that of the students in time or place, or both. Teachers should provide historical context to their students by giving them information about the time, location, and purpose for the creation of the source. They should also situate the source in a specific location—whether local, national, or international—and examine the source in relation to other events of the time. Context is not the enemy of close reading of primary sources; context is the very thing that makes close reading possible and meaningful.

Details

Social Studies Research and Practice, vol. 9 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

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