|
Sign In to gain access to subscriptions and/or personal tools.
|
Journal of Teacher Education, Vol. 57, No. 5,
454-463 (2006)
DOI: 10.1177/0022487106294087
The Lost Boys (and Girls)
Readers in Neverland
Susan Gebhard
University of Pittsburgh
Using published research studies, writings of experts in the literacy field, and anecdotes from the author’s own experiences, this article examines the reading motivation and disposition of preser-vice teachers and suggests ways that children’s literature courses positively affect both. Ideas of social modeling, constructivist course design, and the role of influential teachers are also discussed. The title is derived from the classic book, Peter Pan and Wendy, and hints at the possibility that future generations of readers may be "lost" if teacher preparation programs do not consider and promote positive reading dispositions.
Key Words: children’s literature • constructivism • influential teacher • reading attitude • reading disposition • teacher modeling • social cognition
References
- Allen, J. (2001). Teach your students to love reading. Education Digest, 64(4), 58-64.
- Allington, R. L., & Johnston, P. H. (2001). What do we know about effective fourth-grade teachers and their classrooms? [Electronic version]. In C. Roller (Ed.), Learning to teach reading: Setting the research agenda. Retrieved December 12, 2004, from http://www.kokken.go.jp.public/world/mirror/cela.albany/edu/4thgrade/man.html
- Applegate, A. J., & Applegate, M. K. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. Reading Teacher, 67, 58-65.
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
- Barrie, J. M. (1934). Peter Pan & Wendy [Electronic version]. Retrieved January 7, 2005, from http://www.online-literature.com/barrie/peterpan/
- Brennan, G. (2003, December 5). Staff learn to read for pleasure. The Times Educational Supplement, 4561, 4-4.
- Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
- Cheek, E., Jr., Steward, F., Launey, B., & Borgia, L. (2004). Facilitative reading instruction: Preservice teachers’ voices and perceptions. Reading Improvement, 41, 129-142.
- Commeyras, M., Bisplinghoff, B. S., & Olson, J. (2003). Teachers as readers. Newark, DE: International Reading Association.
- Cunningham, P., Hall, D., & Sigmon, C. (1999). The teacher’s guide to the four blocks: A multimethod, multilevel framework for grades 1-3. Greensboro, NC: Carson Dellosa.
- Dreher, M. J. (2003). Motivating teachers to read. Reading Teacher, 56, 338-340.
- Goodwin, L. (1996, October). Aliteracy among college students: Why don’t they read? Paper presented at the annual meeting of the College Reading Association, Charleston, SC.
- Hoewisch, A. K. (2000). Children’s literature in teacher-preparation programs. Reading Online. Retrieved March 21, 2004, from http://www.readingonline.org/past/past_index.asp?HREF=/critical/hoewisch/index.html
- Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
- Kolloff, P. B. (2002). Why teachers need to be readers. Gifted Child Today, 25(2), 50-54, 64-64.
- Jonassen, D. (n.d.). Designing constructivist learning environments. Retrieved November 8, 2004, from http://tiger.coe.missouri.edu/%7Ejonassen/courses/CLE/index.html
- Langer, J. A. (1986). A sociocognitive perspective on literacy. Viewpoints. Retrieved May 20, 2005, from ERIC database.
- Langer, J. A. (1997). Thinking and doing literature: An 8-year study. Albany, NY: National Research Center on English Learning and Achievement. Retrieved May 20, 2005, from ERIC database.
- National Commission on Teaching & America’s Future. (1996). What matters most: Teaching for America’s future. New York: Teacher’s College, Columbia University.
- National Council for Accreditation of Teacher Education. (2004). Professional standards for the accreditation of schools, colleges, and departments of education. Retrieved January 15, 2005, from http://www.ncate.org/2000/2000stds.pdf
- Peck, K. (2004). Learning community matrix. Retrieved November 16, 2004, from http://www.personal.psu.edu/faculty/p/1/p16/LearningCommunity.jpg
- Routman, R. (1996). Literacy at the crossroads. Portsmouth, NH: Heinemann.
- Rosenblatt, L. M. (1938). Literature as exploration (5th ed.). New York: The Modern Language Association of America.
- Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale: Southern Illinois University Press.
- Ruddell, R. B. (1995). Those influential literacy teachers: Meaning negotiators and motivation builders. Reading Teacher, 48, 454-463.
- Schofield, H. L., & Start, K. B. (1977). Attitudes toward reading and the teaching of reading in a group of student teachers. Journal of Educational Research, 70, 247-251.
- Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83, 215-219.
- Supon, V. (2001). The student teacher literacy project. Journal of Instructional Psychology, 28, 113-117.
- Wilson, B. (1995). Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction. Retrieved October 30, 2004, from http://carbon.cudenver.edu/%7Ebwilson/sitid.html
- Worthy, J. (2002). What makes intermediate-grade students want to read? The Reading Teacher, 55, 568-569.
- Vygotsky, L. S. (1978). The mind in society. Cambridge, MA: Harvard University Press.
 CiteULike  Connotea  Del.icio.us  Digg  Reddit  Technorati What's this?
|
