Add to ORKGThis account of transitioning a children’s literature course to remote learning during the Covid-19 pandemic describes the use of digital service learning and instructional scenarios to develop pre-service teachers’ knowledge of teaching writing craft across literary genres
It is a challenge for student teachers to link theory and practice (Darling-Hammond, 2014), and ther...
What does it mean to “keep things going online” in an undergraduate teacher education course on teac...
fter twenty years of university teaching, I now find myself creating and teaching courses and never ...
This account of transitioning a children’s literature course to remote learning during the Covid-19 ...
As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a l...
In this perspectives piece, the author, a literacy education teacher educator, discusses his struggl...
The importance of accessing and sharing children’s literature took on new meaning as educators pivot...
In this article, two university-level writing teacher educators describe their experiences in the Sp...
COVID-19’s impacts revealed that teaching writing online was no longer merely an issue of convenienc...
This is a narrative piece for the special edition, Writing Teacher Education in Extraordinary Times....
When the university took the unprecedented move to virtual teaching at the start of the COVID-19 pan...
In this article, I discuss an initiative to support preservice and practicing English language arts ...
Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed ...
How can I reflect on my practice as a literacy teacher? “I want to be the type of teacher who inspir...
This paper describes the successes and challenges of an assistant professor and her students as they...
It is a challenge for student teachers to link theory and practice (Darling-Hammond, 2014), and ther...
What does it mean to “keep things going online” in an undergraduate teacher education course on teac...
fter twenty years of university teaching, I now find myself creating and teaching courses and never ...
This account of transitioning a children’s literature course to remote learning during the Covid-19 ...
As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a l...
In this perspectives piece, the author, a literacy education teacher educator, discusses his struggl...
The importance of accessing and sharing children’s literature took on new meaning as educators pivot...
In this article, two university-level writing teacher educators describe their experiences in the Sp...
COVID-19’s impacts revealed that teaching writing online was no longer merely an issue of convenienc...
This is a narrative piece for the special edition, Writing Teacher Education in Extraordinary Times....
When the university took the unprecedented move to virtual teaching at the start of the COVID-19 pan...
In this article, I discuss an initiative to support preservice and practicing English language arts ...
Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed ...
How can I reflect on my practice as a literacy teacher? “I want to be the type of teacher who inspir...
This paper describes the successes and challenges of an assistant professor and her students as they...
It is a challenge for student teachers to link theory and practice (Darling-Hammond, 2014), and ther...
What does it mean to “keep things going online” in an undergraduate teacher education course on teac...
fter twenty years of university teaching, I now find myself creating and teaching courses and never ...