Using Critical Digital Literacies Pedagogies to Reframe Preservice Teachers' Work with 'At-Promise' Students
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| Title: | Using Critical Digital Literacies Pedagogies to Reframe Preservice Teachers' Work with 'At-Promise' Students |
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| Language: | English |
| Authors: | Hughes, Janette Michelle, Laffier, Jennifer |
| Source: | AERA Online Paper Repository. 2016. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2016 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Information Literacy, Critical Literacy, Preservice Teachers, At Risk Students, Intervention, Academic Achievement, Technological Literacy, College School Cooperation, Middle School Students, Foreign Countries, Nontraditional Education, Indigenous Knowledge, Student Centered Learning, English Instruction, Teacher Education, Instructional Effectiveness |
| Geographic Terms: | Canada |
| Abstract: | Public education's distinctive and primary challenge is to ensure all children, across all communities, have access to the skills and knowledge required for their full participation in democratically regulated social, cultural, and vocational life. This is an aspiration increasingly difficult to realize under present-day conditions of austerity in both K-12 and post-secondary education. However, a clear and undeniable relationship between income and educational achievement long pre-dates today's distinctively digital 'divide' (Gorski, 2014). In this research, we explore the outcomes for preservice teachers of a program intervention with a group of youth in care, focusing specifically on improving student achievement and increasing preservice teachers' capacity, experience and specific fluency and expertise with technologies supporting critical digital literacies pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED594878 |
| Database: | ERIC |
| Abstract: | Public education's distinctive and primary challenge is to ensure all children, across all communities, have access to the skills and knowledge required for their full participation in democratically regulated social, cultural, and vocational life. This is an aspiration increasingly difficult to realize under present-day conditions of austerity in both K-12 and post-secondary education. However, a clear and undeniable relationship between income and educational achievement long pre-dates today's distinctively digital 'divide' (Gorski, 2014). In this research, we explore the outcomes for preservice teachers of a program intervention with a group of youth in care, focusing specifically on improving student achievement and increasing preservice teachers' capacity, experience and specific fluency and expertise with technologies supporting critical digital literacies pedagogy. |
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