Citations (18)
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Read on this site (9)
Amy D. Broemmel, Amanda Rigell, Jennifer J. Jordan & Kristin T. Rearden. (2023) ‘It was natural and real-life’: book clubs as professional development for preservice teachers. Teacher Development 27:1, pages 1-18.
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Amanda Wall. (2021) Visions of Middle School: How Beginning Teacher Candidates Describe their Early Visions for Teaching. Peabody Journal of Education 96:4, pages 436-451.
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David Lewkowich. (2019) Readers of Comics and the Recursive Nature of Adolescent Emotion: Exploring the Productive Relation of Visual Response and Memory in Teacher Education. Literacy Research and Instruction 58:4, pages 295-316.
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Carmen Álvarez- Álvarez. (2019) A Qualitative Study on Book Clubs and Dialogic Literary Gatherings in Spain and Brazil. Public Library Quarterly 38:1, pages 72-84.
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Margaret Vaughn, Seth A. Parsons, Christopher Keyes, Kelly Puzio & Melony Allen. (2017) A multiple case study of teachers’ visions and reflective practice. Reflective Practice 18:4, pages 526-539.
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Margaret Vaughn, Seth A. Parsons, Roya Q. Scales & Amanda Wall. (2017) Envisioning Our Practice: Examining and Interpreting Pedagogical Visions of Four Early Career Teacher Educators. The New Educator 13:3, pages 251-270.
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Carmen Álvarez-Álvarez. (2016) Book clubs: an ethnographic study of an innovative reading practice in Spain. Studies in Continuing Education 38:2, pages 228-242.
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Katie Stover, Lindsay Yearta & Caroline Harris. (2016) Experiential Learning for Preservice Teachers: Digital Book Clubs With Third Graders. Journal of Digital Learning in Teacher Education 32:1, pages 5-12.
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Seth
A. Parsons, Jacquelynn
A. Malloy, Margaret Vaughn & Leslie La Croix. (2014) A Longitudinal Study of Literacy Teacher Visioning: Traditional Program Graduates and Teach For America Corps Members. Literacy Research and Instruction 53:2, pages 134-161.
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Articles from other publishers (9)
shea wesley martin & Jessica Lifshitz. (2022) Chasing Rainbows in Stormy Weather: Reading and Discussing LGBTQ+ YAL as Liberatory Professional Development during the COVID-19 Pandemic. English Leadership Quarterly 45:1, pages 2-8.
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Casey HolmesNina R. SchoonoverAshley A. Atkinson. (2023) Negotiating teacher positionality: Preservice teachers confront assumptions through collaborative book clubs in a social studies methods course. The Journal of Social Studies Research 45:2, pages 118-129.
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Betty S. Blanton, Amy D. Broemmel & Amanda Rigell. (2019) Speaking Volumes: Professional Development Through Book Studies. American Educational Research Journal 57:3, pages 1014-1044.
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Antonio Bautista García-Vera, Laura Rayón Rumayor & Ana María De la Heras Cuenca. (2020) Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ Visions. Journal of New Approaches in Educational Research 9:1, pages 137-152.
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Melissa Mosley Wetzel, Saba Khan Vlach, Natalie Sue Svrcek, Erica Steinitz, Lakeya Omogun, Cori Salmerón, Nathaly Batista-Morales, Laura A. Taylor & Doris Villarreal. (2019) Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review. Journal of Literacy Research 51:2, pages 138-157.
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Kristen Michelson & Beatrice Dupuy. (2017) Teacher learning under co-construction: Affordances of digital social annotated readingSavoirs pédagogiques en cours de co-construction : les affordances de la lecture annotée en environnement numérique. Alsic:Volume 21.
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Seth A. Parsons, Margaret Vaughn, Jacquelynn A. Malloy & Melissa Pierczynski. (2017) The development of teachers’ visions from preservice into their first years teaching: A longitudinal study. Teaching and Teacher Education 64, pages 12-25.
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Hsiao-Chien Lee. (2012) The reading response e-journal: An alternative way to engage low-achieving EFL students. Language Teaching Research 17:1, pages 111-131.
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Melissa Mosley & Melody Zoch. (2012) Tools that come from within: Learning to teach in a cross-cultural adult literacy practicum. Teaching and Teacher Education 28:1, pages 66-77.
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