Literaturnachweis - Detailanzeige
| Autor/inn/en | Eitzen, Amy M.; Postell-Walden, Lawana; Banks, Robin Michelle; Johnson, Anthony M. |
|---|---|
| Titel | Developing Teacher Candidates at an HBCU through the Interactive Reading of Educational Justice Literature |
| Quelle | In: Journal of Negro Education, 90 (2021) 1, S.96-107 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | Black Colleges; College Faculty; Teacher Education Programs; Preservice Teachers; Clubs; College Freshmen; Justice; Reading Skills; Student Attitudes; Academic Persistence; Equal Education; Program Effectiveness; Reading Comprehension; Self Esteem; African American Students; Blacks; Reading Materials; Literature |
| Abstract | College of Education faculty and staff at an HBCU developed an educational justice based reading club for freshmen teacher preparation students in an effort to provide authentic and important retention and reading experiences. The project sought to increase student retention through the building of this community and passion for educational justice, as well as reading skills. This article details the development, research-base, recruitment, and implementation of the reading club, as well as student feedback attained at the end of the semester. Students reported a number of benefits of their participation in the club as well as positive perceptions of the experience. Additionally, although the number of participants was small, all participants did return to the institution the following year. (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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