Angela M. Wiseman

Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom

Although an abundance of research exists regarding reading achievement gaps with minority students, and it is widely accepted that experiences in the early grades can be foundational to future success, there is a need for more research on what constitutes effective literacy practices for struggling African American emergent readers. The purpose of this article is to describe the complexity of an African American kindergarten students responses to interactive read-alouds. Drawing on data from a 9-month research project in an urban public kindergarten classroom, this case study describes how an emergent reader, who was identified by his teacher as struggling with both literacy development and motivation, was highly engaged during the daily interactive read-alouds. The researcher used qualitative research methods, and data analysis occurred in 3 phases: (a) descriptive analysis of the classroom context, (b) analysis of emergent themes, and (c) categorical analysis of comprehension levels. Overall, the findings show that classroom read-alouds of childrens picture books are a positive aspect of reading instruction because the discussion that occurs can influence and affect childrens development of comprehension strategies as well as their self-perceptions as readers.

What Is High Quality Teacher Education

US teacher education is experiencing unprecedented governmental intrusion at both the state and federal levels into every facet of teacher preparation. Initiatives by both the Bush and Obama administrations have intensified the accountability expectations for all providers. There are competing narratives regarding what constitutes high quality teacher preparation with so-called “reformers” competing with “traditionalists” to influence public policy. While no one is sure of the outcome, enrolments in teacher education courses and programs are plummeting at the same time that elementary and secondary teacher job satisfaction is rising. An unintended but pervasive teacher shortage may be the consequence of such actions.

Examining Depictions of Bullying in Children's Picturebooks: A Content Analysis from 1997 to 2017.

ABSTRACT This article examines how bullying is portrayed within children’s picturebooks published in the last 20 years. Two overarching questions guide this research: (a) How is bullying defined and portrayed in children’s picturebooks published from 1997–2017? (b) What are specific features/qualities in picturebooks about bullying published from 1997–2017? Descriptive statistics and narrative accounts of bullying characteristics are presented. Findings indicate verbal bullying by Caucasian males toward other Caucasian males in the school setting is the most predominant form found in children’s picturebooks. Various responses of victims, bystanders, and adults are further described.

Millennial generation preservice teachers inspiring the design of teacher education

Abstract The article presents an interpretive phenomenological approach (IPA) to preservice teachers’ experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant.

Special Review Section: Children's Picturebooks About Libraries

ABSTRACT As librarians, and especially collections-focused librarians, we almost daily face misperceptions and misunderstandings of libraries, of our work, and of the collections and services that we provide. From outdated ideas, to stereotypes, to incomplete images of the realities and value of our institutions and our profession, these representations may pose constant challenges and consternation. In this special review section, my colleague Dr. Angela Wiseman, Associate Professor of Education and an expert on childrens books, joins me in reviewing a sampling of current childrens books about libraries.