Teacher Credibility in Literacy Learning

2019 ◽  
Vol 63 (3) ◽  
pp. 356-359
Author(s):  
Douglas Fisher ◽  
Nancy Frey
Keyword(s):  
Literacy Learning ◽  
Teacher Credibility

Literacy learning by storytelling with a virtual peer

2002 ◽  
Author(s):  
Kimiko Ryokai ◽  
Catherine Vaucelle ◽  
Justine Cassell
Keyword(s):  
Literacy Learning

The role of communities in Uganda’s mother tongue-based education: Perspectives from a literacy learning enhancement project in Arua district

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Willy Ngaka
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Mother Tongue ◽  
Literacy Learning ◽  
Local Communities ◽  
Cultural Resources ◽  
Learning Enhancement ◽  
2030 Agenda ◽  
Medium Education

AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.

First Person: The best-laid plans of mice and men

2019 ◽  
Vol 101 (1) ◽  
pp. 43-44
Author(s):  
Gerald L. Fowler
Keyword(s):  
Language Learning ◽  
Master's Degree ◽  
Literacy Learning ◽  
Degree Program ◽  
First Person ◽  
Master's Degree Program ◽  
Vocabulary Skills ◽  
Of Mice And Men ◽  
Master’S Degree

When Gerald Fowler began teaching 1st grade, he was sure the knowledge he’d gained from his master’s degree program had prepared him to create a classroom where students would be immersed in literacy learning from Day 1. From his studies, he’d come across the idea of introducing mice to the classroom to get students talking and building vocabulary skills. He opted instead for gerbils. One student’s surprising reaction to the gerbils taught Fowler about the complexities of language learning and the importance of experiences in increasing a child’s vocabulary.

Literacy, Learning and Teaching

1998 ◽  
Vol 50 (2) ◽  
pp. 115-134 ◽  
Author(s):  
Paul Richardson
Keyword(s):  
Literacy Learning ◽  
Learning And Teaching

The Foundations of Literacy: Learning the Sounds of Letters

1998 ◽  
Vol 69 (6) ◽  
pp. 1524-1540 ◽  
Author(s):  
Rebecca Treiman ◽  
Ruth Tincoff ◽  
Kira Rodriguez ◽  
Angeliki Mouzaki ◽  
David J. Francis
Keyword(s):  
Literacy Learning

Educating for Empathy: Literacy Learning and Civic Engagement, Nicole Mirra (2018)

2021 ◽  
Vol 16 (2) ◽  
pp. 287-288
Author(s):  
Judith Torney-Purta
Keyword(s):  
New York ◽  
Civic Engagement ◽  
Literacy Learning ◽  
Teachers College

Review of: Educating for Empathy: Literacy Learning and Civic Engagement, Nicole Mirra (2018) New York: Teachers College Press, 147 pp., ISBN 978-0-80775-914-1, $29.95 USD

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