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The Pullman Strike of 1894 was a cataclysmic event for the nation. During its violent course, the print media provided an interpretive frame that portrayed the strike in large measure as an immigrant-inspired attack on American laws and democratic customs. Often characterizing the strikers as “foreigners” in the thrall of anarchist ideologies and a tyrannous labor chieftain, journalists painted a stark picture indeed. Employing framing theory, Gramsci's notion of hegemony, and recent insights on the ethnic quality of nationalism, this essay argues that newspapers and other major print periodicals significantly contributed to the formation of nationalist attitudes at a time when many Americans were deeply worried over the direction in which the country was headed. © 2009, Society for Historians of the Gilded Age and Progressive Era. All rights reserved.
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This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers.
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This study compared elementary and special education teachers' knowledge of when K-3 students develop key reading competencies, their knowledge of who is responsible for teaching K-3 students key reading competencies, and teachers' perceptions of their own instructionally relevant competencies to those standards articulated within their state's blueprint for reading achievement. Results reveal a disconnect between teacher-held beliefs and state-articulated grade-level student literacy competencies. Results also suggest that teacher preparation programs are not preparing candidates to achieve mastery of essential teacher competencies articulated within their state's reading blueprint. Strengthening the accountability of teacher preparation practices to states' reading blueprint standards is recommended. Copyright © Taylor & Francis Group, LLC.
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