scholarly journals Family Literacy Practices Surrounding Homework

2016 ◽  
Vol 2 (2) ◽  
pp. 100-117
Author(s):  
Kathy Renita Fox
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Family Literacy ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
School Age Children ◽  
School Age ◽  
Meaningful Activity ◽  
Authentic Literacy ◽  
Family Literacy Practices

Examining authentic literacy practices regarding homework in three demographically different family groups was the focus of this study. Parents of school age children identified as living in subsidized housing, parents of school age children working in a university teacher education program and parents of school age children who spoke a language other than English, the language of their school instruction were interviewed for the study. Implications of the study encourage teachers to be conscious of the importance of homework as a tool for providing meaningful activity, communicating information to the home about the classroom curriculum and mainstream practices. Teachers are encouraged to see the bi-directional potential of homework as an opportunity for teachers to learn about family practices through the returned homework.

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 107-127 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 937-957
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

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