NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Delgado, Perla; Larrotta, Clarena – Journal of Adolescent & Adult Literacy, 2022
In all, 15 Latina mothers participated in a 10-week bilingual family reading project implemented at a public elementary school in rural Texas. Convivencia and pláticas were critical components for the implementation of the family reading project. Thus, the research question guiding the present article is as follows: How can pláticas with Latina…
Descriptors: Hispanic Americans, Mothers, Elementary School Students, Bilingualism
Peer reviewed Peer reviewed
Direct linkDirect link
Espinet, Ivana; Chapman-Santiago, Charene – Journal of Adolescent & Adult Literacy, 2022
This article describes the design and implementation of a project from a translanguaging pedagogical stance. The research presented seeks to understand how translanguaging as a multimodal practice shapes the experiences of students in a traditional English Language Arts 8th-grade classroom and how students leveraged their multimodal semiotic…
Descriptors: Code Switching (Language), Program Implementation, Teaching Methods, Semiotics
Peer reviewed Peer reviewed
Direct linkDirect link
Patterson, Nancy; Weaver, Joanna; Fletcher, Jamie; Connor, Bryce; Thomas, Angela; Ross, Cindy – Journal of Adolescent & Adult Literacy, 2018
The value of preparing students for college, careers, and civic life is a shared outcome of social studies and language arts teachers. This study explores how developing content and civic literacy to these ends can be fortified through language arts and social studies teacher collaboration in source-based planning and teaching. Although numerous…
Descriptors: College Readiness, Career Readiness, Social Studies, Language Arts
Peer reviewed Peer reviewed
Direct linkDirect link
Boggs, George L.; Stewart, Trevor Thomas; Jansky, Timothy A. – Journal of Adolescent & Adult Literacy, 2018
The language of economics and economic imperatives are driving standardized school reform in the United States without input from teachers. This teacher action research project responds to concerns about contemporary school reforms by considering how economics-minded dialogue about literacy education can help teachers support students' literacy…
Descriptors: Economic Factors, Literacy Education, Educational Change, Action Research
Peer reviewed Peer reviewed
Direct linkDirect link
Koning, Erin; Houghtby, Beth; Izard, Patrice; Schuler, Jennifer – Journal of Adolescent & Adult Literacy, 2014
This "water cooler" column features e-mail conversations between Erin Koning and three teachers--Beth, Jenna, and Patrice--and is a reflection of their participation in a Chicago Public School (CPS), professional development series designed to support the implementation of the Common Core State Standards (CCSS) in grades K-12. At the…
Descriptors: State Standards, Electronic Mail, Public School Teachers, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Echevarria, Jana; Richards-Tutor, Catherine; Chinn, Vivan P.; Ratleff, Paige Ann – Journal of Adolescent & Adult Literacy, 2011
Use of research-based practices for improving content area literacy of English learners is important both because of their growing numbers and their overall poor academic performance. However, how do we ensure that teachers are implementing proven methods with fidelity? This study shows the direct relationship between teachers' level of…
Descriptors: Literacy, English (Second Language), Second Language Learning, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
Luke, Allan – Journal of Adolescent & Adult Literacy, 2012
This critical essay discusses the challenges and prospects for the reform of school-based literacy programs. It begins with an overview of the effects of a decade of test-driven accountability policy on research and teachers' work, noting the continuing challenges of new demographics, cultures and technologies for literacy education. The case is…
Descriptors: Foreign Countries, Educational Change, Literacy, Children
Peer reviewed Peer reviewed
DeBruin-Parecki, Andrea; And Others – Journal of Adolescent & Adult Literacy, 1997
Presents case studies of two family literacy programs in Michigan, showing how they adapt their programs to their participants' special needs. Discusses four critical and comprehensive factors revealed in the study (participation, curriculum, staff and administration, and fundraising) that need to be considered when designing effective family…
Descriptors: Adult Education, Case Studies, Elementary Secondary Education, Family Literacy
Peer reviewed Peer reviewed
Maruatona, Tonic L. – Journal of Adolescent & Adult Literacy, 2002
Argues that the Botswana National Literacy Program curriculum does not support linguistic, cultural, or socioeconomic diversity. Suggests that the program should be decentralized to accommodate cultural and ethnic diversity, that language policy should be reformed to permit the use of other languages, and that curriculum developers should network…
Descriptors: Cultural Pluralism, Curriculum Development, Foreign Countries, Higher Education
Peer reviewed Peer reviewed
Janes, Helena; Kermani, Hengameh – Journal of Adolescent & Adult Literacy, 2001
Focuses on some of the ways in which literacy program participants from immigrant cultures take up the literacy information and procedures offered to them by their host culture. Demonstrates ways in which institutional responses to nontraditional forms of literacy can be accurately identified and program implementation effectively modified to…
Descriptors: Cultural Differences, Elementary Education, English (Second Language), Family Literacy
Peer reviewed Peer reviewed
Hosking, Neville J.; Teberg, Ann S. – Journal of Adolescent & Adult Literacy, 1998
Profiles the shifting view of an effective literacy program for the middle years. Discusses results of a teacher survey that explored the gaps between this evolving view of effective middle years literacy programs and teachers' perceptions of their current practice. Concludes with a model of teacher support to bridge the gap between current and…
Descriptors: Educational Change, Educational Objectives, Educational Philosophy, Intermediate Grades