Harvard Educational Review
  1. Spring 2008 Issue »

    Redefining Content-Area Literacy Teacher Education

    Finding My Voice through Collaboration

    Roni Jo Draper
    In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon naturalistic data from the group’s participatory action research project, she explains how their collaboration shaped her understanding of her own professional role and expanded her definitions of texts, content-area literacy, and literacy itself. Informed by insights she gained through the project, Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline. She also suggests ways to increase collaboration between literacy and content-area specialists working in the field of teacher education.

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    Roni Jo Draper is an associate professor and graduate coordinator in the Department of Teacher Education at Brigham Young University’s David O. McKay School of Education. She researches literacy instruction in mathematics and science classrooms and how to prepare teachers to support student acquisition of both content-area knowledge and literacy skills. Her recent articles include “The Promise of Democratic Educational Research to Nurture Democratic Educators” in Action in Teacher Education (with K. Hall and L. Smith, 2006), and “Different Goals, Similar Practices: Making Sense of the Mathematics and Literacy Instruction in a Standards-based Mathematics Classroom” in the American Educational Research Journal (with D. Siebert, 2004).

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    Spring 2008 Issue

    Abstracts

    Introduction
    Why Adolescent Literacy Matters Now
    Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson
    Adolescent Literacy
    Putting the Crisis in Context
    Vicki A. Jacobs
    Teaching Disciplinary Literacy to Adolescents
    Rethinking Content-Area Literacy
    Timothy Shanahan and Cynthia Shanahan
    Redefining Content-Area Literacy Teacher Education
    Finding My Voice through Collaboration
    Roni Jo Draper
    Cognitive Strategy Instruction for Adolescents
    What We Know about the Promise, What We Don’t Know about the Potential
    Mark W. Conley
    The Complex World of Adolescent Literacy
    Myths, Motivations, and Mysteries
    Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris
    Toward a More Anatomically Complete Model of Literacy Instruction
    A Focus on African American Male Adolescents and Texts
    Alfred W. Tatum
    Implementing a Structured Reading Program in an Afterschool Setting
    Problems and Potential Solutions
    Ardice Hartry, Robert Fitzgerald, and Kristie Porter
    State Literacy Plans
    Incorporating Adolescent Literacy
    Catherine Snow, Twakia Martin, and Ilene Berman
    Beyond Writing Next
    A Discussion of Writing Research and Instructional Uncertainty
    David Coker and William E. Lewis