Faculty & Staff Publications
Permanent URI for this collectionhttps://hdl.handle.net/1773/53086
Browse
Recent Submissions
Item type: Item , Helping Hands? Experts Examine Curricular Alignment at Kentridge High School(American Biology Teacher, 2003-10-01) Ketover, Samantha E.; Rios, JoseItem type: Item , Review of "Interactive Explorations"(American Biology Teacher, 2002-11-01) Turner, Matthew J.; Rios, JoseItem type: Item , Unwrapping the "Pojagi": Traditional Values and Changing Times in a Survey of Korean-American Juvenile Literature(Children's Literature in Education, 2005-06-01) Louie, BelindaThis article discusses Korean-American juvenile literature published in the United States in the last century. Teachers and students are invited to discover the knowledge and the pleasure that this collection offers to them. Focusing on the traditional values and changing times in the Korean-American community, this article helps readers understand the dreams, the joy and the tenacity of Korean-American children and families. These books, portraying the fun times and the hard times of Korean-American young people, may also appeal to readers in the other parts of the world.Item type: Item , Advancing the Scholarship of Teaching Through Collaborative Self-Study(Journal Of Higher Education, 2003-03-01) Louie, Belinda; Drevdahl, Denise J.; Purdy, Jill M.; Stackman, Richard W.Self-study research is a mode of scholarly inquiry in which teachers examine their beliefs and actions as educators and explore pedagogical questions. A three-phase model of collaborative self-study research is offered as a framework for university faculty to engage in self-study for the purpose of improving teaching and creating new knowledge.Item type: Item , Determining Paths to Success: Preparing Students for Experimental Design Questions On Standardized Tests(American Biology Teacher, 2008-03-01) Turner, Matthew J.; Rios, JoseItem type: Item , Enhancing English Learners' Language Development Using Wordless Picture Books(The Reading Teacher, 2015-07-01) Louie, Belinda; Sierschynski, JarekThis article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless picture books contain all the literary elements and text structures that books with text have. Wordless picture books, without the language demands, invite ELLs to share the reading experience and to construct meaning from the viewing experience. Since wordless picture books vary in its complexity, booklist indicating level of complexity with annotations is provided for K-5 students. Classroom discussion and writing samples are also included to demonstrate the four stages of this instructional approach.Item type: Item , Complexity of Perspectives: WWII Historical Fiction of the Pacific Front(The Dragon Lode, 2014-03-01) Louie, BelindaExamines how Japanese/Japanese-American and Korean/Korean-American juvenile historical fiction portrays the Pacific front of World War II, revealing contrasting perspectives on victimization, aggression, and cultural trauma. Drawing on an analysis of 106 titles, the study highlights how Japanese-centered works focus largely on the suffering caused by atomic bombings and internment, while Korean-centered works emphasize the devastation of Japanese occupation and subsequent geopolitical upheaval. The author argues that these divergent narratives demonstrate the necessity of teaching historical fiction alongside factual context so students can critically evaluate multiple viewpoints, recognize biases, and gain a more balanced understanding of complex historical events.Item type: Item , Complexity in Picture Books(The Reading Teacher, 2014-06-28) Sierschynski, Jarek; Louie, Belinda; Pughe, BronwynOne of the key requirements of Common Core State Standards (CCSS) in English Language Arts is that students are able to read and access complex texts across all grade levels. The CCSS authors emphasize both the limitations and lack of accuracy in the current CCSS model of text complexity, calling for the development of new frameworks. In response to this call, our article focuses on complexity found in K-3 picture books as an area in need of clarification and extension. Since K-3 literature primarily relies on illustrations to convey meaning, we extend the CCSS definition of complexity and provide a framework for teachers to analyze picture books with a focus on textual-visual relationships. Further, we offer a rationale for including the reader as part of the qualitative dimension of text complexity. A recommended list of more recent complex literary and informational picture books for students in K-3 is presented.