Jolle Podcast Preview
- Autor: Vários
- Narrador: Vários
- Editor: Podcast
- Duración: 17:38:05
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Sinopsis
The Journal of Language & Literacy Education (JoLLE) is a peer-reviewed, open access journal housed in the Department of Language & Literacy Education at the University of Georgia.
Episodios
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The Multiple Identities and Literacies of Black Girlhood: A Conversation About Creating Spaces for Black Girl Voices
11/11/2017 Duración: 14minPrincipal Editor Heidi Hadley interviews Detra Price-Dennis, an Assistant Professor in Elementary Inclusive Education at Teachers College, Columbia University, and Gholnecsar “Gholdy” Muhammad, an assistant professor at Georgia State University teaching literacy and language in the Department of Middle and Secondary Education, about their article entitled, "The Multiple Identities and Literacies of Black Girlhood: A Conversation About Creating Spaces for Black Girl Voices."
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Effects of Educational Games on Sight Word Reading Achievement and Student Motivation
11/11/2017 Duración: 11minPrincipal Editor Heidi Hadley interviews Justine Gibbon, a Title 1 Reading Teacher at Kindred, North Dakota, and Stacy Duffield, a professor in the School of Education at North Dakota State University, about their article entitled, "Effects of Educational Games on Sight Word Reading Achievement and Student Motivation."
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Power and Agency in a High Poverty Elementary School: How Teachers Experienced a Scripted Reading Program
19/04/2017 Duración: 15minCo-Principal Editor Jennifer Jackson Whitley interviews Rebecca Powell, Ed.D., the director of the Center for Culturally Relevant Pedagogy at Georgetown College, about her article entitled, "Power and Agency in a High Poverty Elementary School: How Teachers Experienced a Scripted Reading Program."
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Are We Making ‘PROGRESS’? A Critical Literacies Framework to Engage Pre-service Teachers for Social Justice
19/04/2017 Duración: 09minCo-Principal Editor Jennifer Jackson Whitley interviews Holly Matteson and Ashley Boyd, Ph.D. and assistant professor of English at Washington State University, about their article entitled, "Are We Making ‘PROGRESS’? A Critical Literacies Framework to Engage Pre-service Teachers for Social Justice."