연구동향 분석

Pre-Service Teachers’ Beliefs about and Knowledge of Literacy across the Disciplines

장봉기 Wiens, Peter Meyer, Carla K. 박소희 2022년

논문상세정보
인용/피인용
' Pre-Service Teachers’ Beliefs about and Knowledge of Literacy across the Disciplines' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • Content literacy
  • Literacy across the disciplines
  • Pedagogical content knowledge
  • Pre-service teacher education
  • Teacher beliefs
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
36 0

0.0%

' Pre-Service Teachers’ Beliefs about and Knowledge of Literacy across the Disciplines' 의 참고문헌

  • Why content literacy is difficult to infuse into the secondary school : Complexities of curriculum, pedagogy, and school culture
  • What’s more important—literacy or content? Confronting the literacy-content dualism
  • Using multivariate statistics
  • Using a participant pool to gather data in a teacher education program : The course of one school’s efforts
  • Tutoring adolescent literacy learners:a guide for volunteers
  • Toward a theory of culturally relevant pedagogy
  • Those who understand : knowledge growth in teaching
  • The(in)effectiveness of content area literacy instruction for secondary preservice teachers
    Nourie, B. [1998]
  • The what, when, and how of preservice teachers and literacy across the disciplines : A systematic literature review of nearly 50 years of research
  • The reading experiences and beliefs of secondary pre-service teachers
    Daisey, P. [2009]
  • The promise of secondary content area literacy field experiences
    Daisey, P. [2012]
  • The new international handbook of teachers and teaching
  • The literacy needs of adolescents : What do content-area teachers know?
  • The content area reading project: An inservice education program for junior high school teachers and teachers of adults
  • The Peter Effect : Reading habits and attitudes of preservice teachers
  • The Chin inventory on content area reading instruction
  • Teaching through text: Reading and writing in the content areas
  • Teaching students to learn from text : Preservice content teachers’ changing view of their role through the window of their student–professor dialogue journals
    Bean, T. W. [1990]
  • Teaching disciplinary literacy to adolescents : Rethinking content-area literacy
  • Teachers ’ beliefs and educational research : Cleaning up a messy construct
  • Teachers and content area reading : Attitudes, beliefs and change
    Hall, L. A. [2005]
  • Teacher efficacy and content literacy implementation : An exploration of the effects of extended professional development with coaching
  • Secondary teacher attitudes toward including English-language learners in mainstream classrooms
  • Schoolteacher: A sociological study
    Lortie, D. [1975]
  • Scaffolded reading instruction of content-area texts
    Fisher, D. [2014]
  • Redefining content-area literacy teacher education : Finding my voice through collaboration
  • Reading teacher education in the next millennium : What your grandmother’s teacher didn’t know that your granddaughter’s teacher should
    Hoffman, J. [2000]
  • Reading for understanding: Toward an R&D program in reading comprehension
  • Preservice teachers’ selection and use of content area literacy strategies
    Bean, T. W. [1997]
  • Preservice teachers’ interpretations of a field-based reading block
    Fang, Z. [2004]
  • Preservice teachers’ content knowledge and self-efficacy for teaching reading
  • Preservice teachers’ beliefs : A focus for teacher education
  • Preservice teacher understandings of adolescent literacy development : Naïve wonder to dawning realization to intellectual rigor
  • Preservice and inservice secondary teachers’ orientations toward content area reading
  • Preparing content area teachers for disciplinary literacy instruction : The role of literacy teacher educators
    Fang, Z. [2014]
  • Policy, pedagogy, and research : Three issues affecting content area literacy courses for secondary-level teacher candidates
  • Not a question of"should, "but a question of"how" : Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools
  • Multidimensional aspects of literacy research, theory, and practice. 43rd National Reading Conference Yearbook
    Dynak, J. [1994]
  • Minding the gap : Mentor and pre-service teachers’ ability perceptions of content area literacy instruction
    Bogard, T. [2017]
  • Middle-and high-school content area teachers’ perceptions about literacy teaching and learning
  • Literacy across the disciplines: Development and validation of an instrument to assess literacy instruction in middle and high school classrooms
  • Knowledge to support the teaching of reading: Preparing teachers for a changing world
    Snow, C. [2005]
  • Knowledge and teaching : Foundations of the new reform
  • K- 8 preservice teachers’ attitudes, knowledge, and confidence in application of content literacy strategies
  • Investigating connections between teacher beliefs and instructional practices with struggling readers
  • Insert student here : Why content area constructions of literacy matter for pre-service teachers
    Gritter, K. [2010]
  • Inquiring into pre-service content area teachers’development of literacy practices and pedagogical content knowledge
  • Implementing an international approach to English pronunciation : The role of teacher attitudes and identity
    Jenkins, J. [2005]
  • Handbook of research on teachers’ beliefs
  • Handbook of reading research (Vol. 3)
  • Handbook of esearch on teacher education
  • Examining the use of video study groups for developing literacy pedagogical content knowledge of critical elements of strategy instruction with elementary teachers
  • Every teacher a literacy teacher? An analysis of the literacy-related messages in secondary methods textbooks
  • Effective professional development for teachers to foster students’ academic language proficiency across the curriculum : A systematic review
  • Do teacher attitudes impact literacy strategy implementation in content area classrooms?
  • Do graduate teacher education programs change teachers’ attitudes toward inclusion and efficacy beliefs?.
  • Disciplinary literacy from the perspective of one beginning social studies teacher candidate
  • Disciplinary literacy and the common core state standards
  • Disciplinary literacy : Adapt not adopt
    Gillis, V. [2014]
  • Determining teacher candidates’ attitudes toward global-mindedness
  • Content literacy : A definition and implications
  • Content area reading strategy knowledge transfer from preservice to first-year teaching
    Alger, C. [2009]
  • Content area reading and disciplinary literacy : A case for the radical center
  • Community-based placements as contexts for disciplinary learning : A study of literacy teacher education outside of school
    Brayko, K. [2013]
  • Changing the attitudes of pre-service teachers toward content literacy strategies
  • Building background knowledge through reading : Rethinking text sets
    Lupo, S. M. [2018]
  • Beliefs, attitudes, and values: A theory of organization and change
    Rokeach, M [1968]
  • An introduction to statistical concepts
  • Adolescents’ comprehension and content area education students’ perceptions : Benefits from one-on-one tutoring
  • A study of student teachers’ reflections on their beliefs, thoughts, and practices
    Mahlios, M. [2008]
  • A scale to measure attitudes toward teaching reading in content classrooms
  • A pentagonal pyramid model for differentiation in literacy instruction across the disciplines
    Jang, B. G. [2018]
  • A historical view of content area reading instruction
  • A critical analysis of research on reading teacher education
  • A case study of three preservice teachers’ beliefs about content area reading through the window of student–professor dialogue journals
    Bean, T. W. [1992]
  • (Re)imagining literacy and teacher preparation through collaboration
  • "I couldn’t have learned this any other way" : Learning to teach literacy across concurrent practicum experiences