Improving Reading in Culturally Situated Contexts
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| Title: | Improving Reading in Culturally Situated Contexts |
|---|---|
| Language: | English |
| Authors: | Bennet, Maria, Lancaster, Julie |
| Source: | Australian Journal of Indigenous Education. Dec 2012 41(2):208-217. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/JIE |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Indigenous Populations, Reading Instruction, Teaching Methods, Reading Improvement, Reading Processes, Preservice Teachers, Cultural Differences, Cultural Context, Culturally Relevant Education, Preservice Teacher Education, Placement, Student Teaching, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1017/jie.2012.18 |
| ISSN: | 1326-0111 |
| Abstract: | This article explores second year pre-service teachers' ability to work with Indigenous students and their families during a small-scale project conducted in an Indigenous community. Supported field placements offered the pre-service teachers valuable opportunities to engage with the teaching of reading to Indigenous students "on their turf". Given the high likelihood that pre-service teachers will be employed in schools with Indigenous populations, it is important that they develop an understanding of the reading process, the factors that impact on learning how to read, as well as cross-cultural aspects that affect the learning process. Pre-service teachers need to develop understanding of the factors that impact on the literacy development of students and how to engage them in culturally responsive pedagogical practices that focus on the positive aspects of the learner. Following the field placement, analysis of the data demonstrated that pre-service teachers were able to engage with the reading process through the use of running records, and develop field knowledge through understanding the impact of relationships on the learning environment. This information can be used by others to support field placements in Indigenous communities. |
| Abstractor: | As Provided |
| Entry Date: | 2013 |
| Accession Number: | EJ1000451 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1000451 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving Reading in Culturally Situated Contexts – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bennet%2C+Maria%22">Bennet, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Lancaster%2C+Julie%22">Lancaster, Julie</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Indigenous+Education%22"><i>Australian Journal of Indigenous Education</i></searchLink>. Dec 2012 41(2):208-217. – Name: Avail Label: Availability Group: Avail Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/JIE – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 2012 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Placement%22">Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1017/jie.2012.18 – Name: ISSN Label: ISSN Group: ISSN Data: 1326-0111 – Name: Abstract Label: Abstract Group: Ab Data: This article explores second year pre-service teachers' ability to work with Indigenous students and their families during a small-scale project conducted in an Indigenous community. Supported field placements offered the pre-service teachers valuable opportunities to engage with the teaching of reading to Indigenous students "on their turf". Given the high likelihood that pre-service teachers will be employed in schools with Indigenous populations, it is important that they develop an understanding of the reading process, the factors that impact on learning how to read, as well as cross-cultural aspects that affect the learning process. Pre-service teachers need to develop understanding of the factors that impact on the literacy development of students and how to engage them in culturally responsive pedagogical practices that focus on the positive aspects of the learner. Following the field placement, analysis of the data demonstrated that pre-service teachers were able to engage with the reading process through the use of running records, and develop field knowledge through understanding the impact of relationships on the learning environment. This information can be used by others to support field placements in Indigenous communities. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2013 – Name: AN Label: Accession Number Group: ID Data: EJ1000451 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1000451 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1017/jie.2012.18 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 208 Subjects: – SubjectFull: Indigenous Populations Type: general – SubjectFull: Reading Instruction Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Reading Improvement Type: general – SubjectFull: Reading Processes Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Cultural Differences Type: general – SubjectFull: Cultural Context Type: general – SubjectFull: Culturally Relevant Education Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Placement Type: general – SubjectFull: Student Teaching Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Improving Reading in Culturally Situated Contexts Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bennet, Maria – PersonEntity: Name: NameFull: Lancaster, Julie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 1326-0111 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: Australian Journal of Indigenous Education Type: main |
| ResultId | 1 |
