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Enhance students' reading abilities with technology. Discover how technological resources can improve the effectiveness and breadth of reading instruction to build student knowledge. Read real-world accounts from literacy experts, and learn how their methods can be adapted for your classroom. Explore how to foster improvement in student learning using a variety of tools, including interactive whiteboards, tablets, and social media applications. Benefits:Gain insight into ways to incorporate technology into reading instruction.Obtain guidance on choosing progress-monitoring tools to best address your students' needs. Discover strategies to engage students in vocabulary instruction, and help students interpret informational texts. Learn how to use various tools to spark group discussions about literature. Determine how to continually assess students' connections with the assigned reading material. Contents: Part I: Reading Foundations Chapter 1: Foundational Reading Competencies Supported With Technology: Phonemic Awareness and Word Recognition Chapter 2: Rethinking Foundational Reading Skills: Making Room for the Complexities of Digital Texts Chapter 3: Using Tablets to Teach Foundational Skills: Matching Apps to Student NeedsPart II: Reading Fluency Chapter 4: Podcasts: Adding Power and New Possibilities to the Readers Theater Experience Chapter 5: Student-Produced Movies as Authentic Reading Fluency Instruction Chapter 6: Audio-Assisted Reading Builds Reading FluencyPart III: Reading Vocabulary Chapter 7: Post-Reading Vocabulary Development Through VSSPlus Chapter 8: Bringing Words to Life Through Student-Created Vocabulary Videos Chapter 9: Self-Regulated Vocabulary Learning on the InternetPart IV: Comprehension of Informational Texts Chapter 10: Using the Multimodal Explanatory Composition Strategy to Respond to Informational Texts Chapter 11: Annotation Apps: Supporting Middle School Students' Interpretation of Science Texts Chapter 12: Online Research and Media Skills: An Instructional Model for Online Informational TextsPart V: Comprehension of Literary Texts Chapter 13: Digging Deeper With Reader Response: Using Digital Tools to Support Comprehension of Literary Texts in Online Learning Environments Chapter 14: Coding and Connecting Complex Literature Chapter 15: Linking Through Literature: Exploring Complex Texts Through Hypertext Literary AnalysisPart VI: Reading Across Disciplines Chapter 16: Classroom Blogging to Develop Disciplinary Literacy Chapter 17: Using eReaders to Enhance Literacy Instruction in the Content Areas Chapter 18: Supporting Inquiry With Digital Texts in School DisciplinesPart VII: Motivation for Reading Chapter 19: "I Wanted to Film, So I Read the Book": Filmmaking in the English Classroom Chapter 20: eBooks and eReaders: Removing Obstacles, Improving Motivation Chapter 21: Using Literacy iPad Apps for Reading MotivationPart VIII: Reading Assessment Chapter 22: Literacy Assessments in the Digital Age Chapter 23: Developing and Assessing Fluency Through Web 2.0 Digital Tools Chapter 24: Using Blogs as Formative Assessment of Reading Comprehension

The purpose of this study was to examine hidden prejudice in two groups of adult students, international and American, against black compared to white teachers. Social desirability in the minds of participants may affect the result of a study involving racial bias (Mullins, 1982). For this reason, the researchers created a computer protocol using the standard Implicit Association Test (IAT) to measure the implicit attitudes of participants. The IAT relies on the idea of automatic information process within the mind that is not impacted by social desirability. A clear concern in education is that the racial bias toward minority students will let those implicit biases affect the way they teach those students, creating a self-fulfilling prophesy of poor student performance. But the implicit bias can work both ways and can impact a teacher's effectiveness. Traditional racial prejudice theories usually looked at white's attitudes toward blacks and other groups. This study had a significant directional shift by focusing on the international students' racial attitudes toward black and white teachers. The implicit racial attitudes of international students were also compared to those of American students. The result and evaluation of this study may be a valuable tool to improve student services and teacher professional development in higher education. Suggestions for future research are also provided.[For full proceedings, see ED570489.]

Send this e-mail to Rica and Travis: Rica and Travis, I wish you could have been at the duoethnography panel. The first presentation had some uneasy conversations. The second, Dr. Colomer's presentation, was cool: A performance with guest actors had some sad moments with death, health issues, and attrition. The next presentation was about miscarriage and grief counseling. I wondered if our paper is frivolous in comparison to the others. I think not. Our episodes of cultural starvation and indifference are there and painful, but our comebacks are so quick (nourishment as resistance), and therefore so is the celebration. Written by Agosto while flying home after presenting at the 2014 International Congress of Qualitative Inquiry.

In this study, we investigated (1) whether adoptive parents suspected their children might have been victims of abduction for adoption in China and (2) for parents who were uncertain if their own children might be victims of child abduction for adoption, how they coped with the possibility. A total of 342 adoptive parents (representing 529 adopted Chinese children) completed an anonymous online survey on their experiences. Of the 342 parents, 154 (45%) described how they coped with the possibility that their children might be the victims of child abduction for adoption. In terms of suspicion, we found that for about 70% of the children, the parents responded Never; for 18.5% of the children, the parents responded Rarely; for 11.7% of the children, the parents responded Sometimes; and for about 1% of the children, the parents responded that they Always suspected that their children might be victims of abduction for adoption. In terms of coping with the possibility that their children might have been victims of child abduction for adoption, thematic analysis on the 154 parents’ descriptions revealed that parents experienced one or more of seven emotional reactions: sadness, frustration/helplessness, complicity/guilt, anger, fear/worry, hypervigilance, resolve, as well as the belief that they were not affected. Finally, we discussed contributing factors to child abduction for adoption and to adoptive parents’ suspicion of such a practice.

In this paper, we investigated adoptive parent–child relationship quality as a function of the adopted children's country of origin, pre-adoption adversity, age at placement, age, gender, and special healthcare needs status. From the 2007 National Survey of Adoptive Parents (NSAP; N=2089), we identified 1906 families that had adopted children from the US foster care system, US private agencies, China, Guatemala, Russia and South Korea. Regression analysis showed that when country of origin was the sole predictor, adoption from the US private agencies (β=.18, p<.001), China (β=.21, p<.001), Russia (β=.06, p<.05) and South Korea (β=.07, p<.05) predicted higher parent–child relationship quality score than adoption from the US foster care system (referent) (R2=5.59%). Adoption from Guatemala was not different from adoption from the US foster care system in parent–child relationship quality (β=−.01, p>.10). In the absence of country of origin, being a boy (β=−.10, p<.05), older age at placement (β=−.20, p<.001), older age (β=−.11, p<.001), having special healthcare needs (β=−.19, p<.001), and more pre-adoption adversity (β=−.08, p<.05) all significantly predicted lower parent–child relationship quality scores (R2=17.56%). When country of origin and the above variables were entered into the regression model simultaneously, being a boy, age at placement, age, and special healthcare needs status remained significant. However, none of the countries of origin except China (β=.07, p<.05) remained significant in predicting higher parent–child relationship score. Our findings showed that the unique circumstances that fueled the availability of children from different countries to become available for adoption played some role in parent–child relationship quality. However, the adopted children's gender, age at placement, age, and special healthcare needs were more predictive of post-adoption parent–child relationship quality.

In this article, we explore transformative interviewing through the lens of new materialism. Rather than viewing transformation through a humanist perspective that centralizes a transcendent self, we draw upon Barad’s agential realism to reconsider transformation following the ontological turn. Thinking with agential realism, we engaged two interview studies, one on biracialism and one on masculinity, to demonstrate how the materiality of our interviews (e.g., research bodies, computer programs, questionnaires) intra-acted with our participants to both facilitate and hinder our attempts at transformation. We conclude by theorizing transformation as a type of purposeful entanglement that proceeds from the material-discursive intra-actions of our inquiries.

Inspired by work/think/play in qualitative research, we centered the idea of “play” in a qualitative research project to explore what proceeding from the idea of work/think/play might look like and accomplish. We pursued play in an experimental qualitative inquiry over dinner one night at the 2016 Annual Meeting of the American Educational Research Association. Our article centers on one work/think/play inquiry three of us conducted. Through a playful account of how play unfolded in our work/think/play inquiry that evening, we explore research play as generative, deadly, and censored in the context of neoliberalism and other terrors. We reflect on what (good) play does in qualitative research, what our work/think/play/birth/death/terror/qualitative/research accomplished, if anything. Maybe research play is vital, what keeps us fit to do critical qualitative research. Yet research play moves (well) beyond normative rules of much qualitative research. Is it worth the risk? Can we know? Even after?

The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. The chapters include theory, research, concepts, principles, practices, and programs that inform and support as well as question and challenge readers from multiple perspectives. Readers gain insights and inspiration that illustrate ways teachers and learners negotiate meaning in environments where everyone experiences social and cultural connections with personal and academic fulfillment. Collectively, the authors identify, describe, analyze, and advance issues associated with creating both an individual and a shared sense of place among the ever-changing populations in contemporary P-12 schools and classrooms. Like human geographers, teacher educators and educational researchers study environments where children grow up and create bonds with their early environments that continue to influence them throughout their lives based on the ways in which meaning is negotiated in that early space. Candidates, teachers, and teacher educators benefit by investigating the presence and power of these landscapes impacting the teaching, learning, and schooling.

This article details the second cycle of cooperative inquiry undertaken by emerging educators who self-identify as "other" because of gender, language, ethnicity, and/or sexual orientation. The current cycle focuses on the impact participation in cooperative inquiry had on researchers' teaching practices. Data sources include transcripts of group discussions and reflective writing completed six months, eighteen months, and two years after the completion of the first cycle of cooperative inquiry. Findings suggest that as a result of engagement in cooperative inquiry, the teacher/researchers established practices to decrease isolation, build unity, and understand students' backgrounds. Teacher/researchers viewed themselves as advocates for diversity within the classroom, took a collaborative approach to teaching, and came to see research as an essential element of effective teaching.

Literacy has become deictic (Leu, 2000); the meaning of literacy is rapidly changing as new technologies for literacy continually appear and new social practices of literacy quickly emerge.

Understanding how experienced teachers share and articulate effective mentoring practices can guide efforts to prepare quality mentors. This qualitative study focused on mentoring practices within a teacher-designed student-teaching program conceptualized while the mentor teachers within the program were students in a graduate-level mentoring course and implemented upon the mentors’ completion of their graduate studies. Data sources included interviews and field notes from meetings with mentors and student teachers. The results detail specific mentoring practices: explicit instruction through scaffolding, developing the whole teacher, student-teacher-directed learning, fostering student teachers’ individual practice, explicit mentoring of one another, and reflecting on mentoring. These practices were enabled by program structures such as mentor meetings, an online forum, and mentors’ observation of all student teachers in the program. © 2016, © 2016 CCNY and ATE.