Patricia A. Crawford

Early Literacy: Emerging Perspectives

Abstract This paper reviews the historical and theoretical contexts that have contributed to the concept of readiness, in particular reading readiness. It provides a comparison of influential emerging perspectives on early literacy and suggests that an exploration of the assumptions that undergird early literacy instruction can be a useful starting point for discussion of the nature of literacy and the processes of learning. Further, because these perspectives have varied perceptions about how children are viewed in American society and suggest different futures for young childrens education, their implications for research and practice are of interest.

Inside the Picture, Outside the Frame: Semiotics and the Reading of Wordless Picture Books

Abstract The Publishing world has witnessed a proliferation of wordless childrens books during the past 40 years. Books in this genre offer young readers invitations to transact with a whole system of images as they navigate these texts. Using a semiotic framework, this study focuses on three childrens readings of wordless picture books and explores the ways in which they assign meaning to a variety of visual signs and cues. The data indicate that the children make sense of wordless picture books by using sense-making processes similar to those used in the reading of print-based texts. Specifically, they construct meaning through the use of prior knowledge and experiences, attention to intertextual cues, multiple perspective-taking, reliance upon story language and rituals, and the implementation of active, playful behaviors as part of the reading process.

All Together Now: Authentic University-School Partnerships for Professional Development.

Patricia A. Crawford, Sherron Kiilingsworth Roberts, and Rosemarv Hickmann I Patricia A, Crawfoid k Associate Professor. Earhr Childhood Education. Authentic I University-School Partnerships for Universlty of Pittsburgh, Pittsburgh, Pennsylvanla. Sherron Klliingsworth Roberts Is Associate Professor, Teaching and learning Prlncipies, Universlty of Central Florida, Orlando. Rosemary Hlckmann Is Associate Superintendent, Diocese of Orlando, Offlce of Schools,

Teacher Research as a Robust and Reflective Path to Professional Development

This article explores the role of teacher research as part of a robust program of professional development. Teacher research offers teachers at every stage of development a recursive and reflective means of bridging the gap between current practice and potential professional growth. The purpose of this dual level inquiry was to probe the concept of teacher research as a path to professional development through examination of a 3-year professional development initiative known as the Master Teacher Program (MTP). This study provides a rationale and context for utilizing teacher research as a form of professional development, an analysis of teacher research projects in each of two cohorts involved in the MTP initiative, and discussion of outcomes and themes, such as increased confidence and professionalism, that emerged from this research.

I Follow the Blue... A Primary Teacher and the Impact of Packaged Curricula

In the primary grades, literacy teachers often face dual and competing challenges. On one hand, they are expected to provide developmentally appropriate practice in a contextually-sensitive manner. On the other hand, they are often charged with using packaged literacy curricula that contains components that are developmentally inappropriate for young learners. This piece provides a case study of the impact of mandated packaged curricula on one such teachers beliefs and pedagogy.

Grand Images: Exploring Images of Grandparents in Picture Books.

This exploratory study examined childrens picture books as a source of socialization messages, specifically regarding ageism. Thus, the appearances, cultural backgrounds, and roles of grandparent characters were examined in a sample of 220 books published over a 20-year span. Findings indicate that grandparent characters have come to represent a more diverse array of cultures over time. However, mixed results emerged when considering the frequency of age-related markers across the time period studied. Results also point to potential intersections among cultural background, depictions of aging, and gender in how grandparents are depicted. Finally, portrayals of grandparents lacked variety in relation to forms of employment, hobbies, and child custody arrangements—characteristics that have become increasingly more common among grandparents in todays world. Recommendations for future research include examining childrens responses to socialization messages in picture books, as well as considering the nature of grandparents’ or older characters’ depictions in books for older children.

Manufacturing Descent: Basal Readers and the Creation of Reading Failures.

There are many definitions of literacy and many kinds of literacies. However, the basal reading programs in use in most American elementary schools value particular literacy practices. This article describes how basal readers, by defining literacy in a particular way, manufacture reading failures among students from less privileged economic and social backgrounds, students especially likely to come to the attention of special and remedial educators. We explain how certain literacy practices came to be valued over others by briefly reviewing the history of reading instruction in the United States. We conclude with a call for educators to speak out against reading practices that protect the privilege of the upper and upper‐middle classes by encoding their values and intentions into school reading practices

Focus on Elementary: Rock of Ages: Developing Healthy Perspectives of Aging in the Elementary Grades

Through perky, light lyrics and a pop sound, the seemingly ever-youthful foursome posed important questions about the aging process. The song invited listeners to probe commonly held perceptions of aging: What does it mean to be an older adult? When does someone become old? What are appropriate activities and perspectives for older people? Does aging have an impact on self-worth and on the value that one has in relationships with others? When the song was released in the mid-1960s, the age 64 may well have represented a pivotal age. Not only was it one year short of accepted retirement age, it was also within a half decade or so of the typical life span for that time period. Today, life expectancies in many countries have pushed into the eighth decade of life. In the United States, current projections indicate that, on average, today’s 64-year-olds can expect to live for more than 21 additional years (Social Security Administration, 2010). Although typical life spans vary across countries and circumstances, they have generally risen worldwide; females in Japan top the list, with a life expectancy of 87 years (Infoplease, 2014; World Health Organization, 2014). Meanwhile, the Office for National Statistics (ONS, 2013) predicts that about one-third of children born in the United Kingdom in 2013 will live to be centenarians—100 years of age. These changes in lifespan, improved health care, and more active later life experiences, coupled with the entry of the baby boomer generation into senior status, have dramatically affected the way society perceives age. These changing circumstances have significant implications for children’s learning and development related to ageism and aging education. Furthermore, an aging world means that today’s children need to be prepared to live in tomorrow’s world in a different way and for a longer time than previous generations. The purpose of this article is to consider the relevance of the aging process for elementary students and to provide suggestions for integrating effective aging education elements into the curriculum within today’s cultural context. Rock of Ages: Developing Healthy Perspectives of Aging in the Elementary Grades

Collaboration among Educators for True Innovative Programming.

I within schools and classrooms today are increasingly complex. In a short period, educational reform has evolved from focusing on merely revising an instructional practice to totally reforming systemic procedures, policies, and practices (Cuban, 1989; Fullan 1991). Teachers need not only current knowledge of specific instructional research and strategies, but also the contextualized knowledge of applied learning. This need to bridge research into practice within schools continues to be a challenge for all educators. Additionally, despite the need for increased numbers of highly-skilled teachers with current knowledge and full certification in special education, enrollment in university courses with traditional delivery models is declining (FLDOE, 1998).

Ain't Gonna Study War No More? Explorations of War through Picture Books.

A t the height of the Vietnam War, Down by the Riverside was transformed from a traditional folk song to a popular anti-war anthem. The raucous and repetitive chorus, “I ain’t gonna study war no more. . .,” became a rallying cry for those who wanted nothing to do with the war and the pain and controversy that surrounded it. Although it seems laudable to wash one’s hands of the study of war, it may be more advisable to understand the nature of war, its complications, and its very real consequences on the lives of those impacted by it. It may be that a study of war is necessary to help young learners cope with the impact that both the threat and the reality of war have on their current circumstances, and to help them develop a foundation of social responsibility. The daily and immediate impacts of war and conflicts on children worldwide are staggering: bombed homes, diminished earning power and related poverty, refugee status, forced conscription, and the death or serious injury of family members. An estimated one billion children worldwide are facing a “brutal existence’’ due to conflict, war, and the related effects of poverty (UNICEF, 2007). Unbelievably, many children are themselves soldiers (Harsch, n.d.). The United Nations estimates that 300,000 children worldwide are participating in armed conflicts (UNICEF, 2007). Statistics from the United States alone can provide educators with the rationale to introduce thoughtful explorations of war. According to The Washington Post (Glod, 2008), a greater percentage of parents, both mothers and fathers, have served in the Afghanistan and Iraq conflicts than in any other armed conflict in U.S. history. At present, of the approximately 263,000 troops currently deployed overseas, 43% are parents. Furthermore, a vast number of children experience war vicariously, either through popular media or by way of interactions with others who are directly impacted. Given this level of both direct and indirect participation, educators surely would be remiss not to address such a salient topic in their classrooms. Because of the sensitivity of the subject matter, addressing issues of war with children is complicated. Educators must thoughtfully consider the ways in which they can invite children to explore these topics in a developmentally appropriate manner. Picture books provide one avenue from which schoolage children can begin these types of explorations. Picture books, the type of literature most commonly encountered by young children, offer sophisticated messages through the combination of in-depth print storylines and aesthetically rich illustrations, thus making this type of literature a compact, It ma;7 be that a study of