Carol Revelle

Texas A&M University-Commerce · Department of Curriculum and Instruction

The authors, three university instructors, when confronted with extreme time constraints in a summer course during the COVID-19 pandemic, redesigned their course structure prioritizing their values and goals. Intentional choices were made to provide teacher candidates with time together to slow down and interact more fully in a read-aloud centered,...

The authors of this chapter present the narrative findings and discussions of their collaborative study during year two as they continue to modify instruction in three undergraduate classes to aid preservice teachers as they acquire expertise in building sustained relationships with the parents of their students. In this iteration, our findings sug...

Adolescent English Learners (ELs) possess cultural knowledge and skills that can be leveraged for academic success through relevant classroom literature. Using literature that connects to ELs’ personal lives can benefit their literacy learning as well as the educational experience for native English speakers. Specific age-appropriate and culturally...

The authors present a model for generative learning for adolescent English learners, grounding their research in a sociocultural approach to literacy learning. Drawing on human system dynamics, the authors focus on professional development of teacher utilizing an inquiry-based workshop approach. The authors present an analysis of their reflexive na...