Cultivating Critical Discourse in the Classroom. Dieser Artikel ist nicht verfügbar.Cultivating Critical Discourse in the Classroom

The use of academic discourse in today's educational environment has the potential to improve education for students from all backgrounds. To achieve this, further study on the best practices, challenges, and future opportunities is required. Empowering and Engaging Students Through Academic Discourse shares the benefits of empowering and engaging students at all levels of education through the use of academic discourse. The book also provides insights for educators to become more knowledgeable, and therefore better equipped, to create spaces through discourse where cultural competence is cultivated. Covering key topics such as identity, linguistics, student autonomy, and language, this premier reference source is ideal for administrators, policymakers, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.

Stacie Lynn Finley is an assistant professor of literacy at Missouri State University. She holds a Bachelor of Science in Psychology, a Master of Science in Elementary Education from Missouri State University, and a Doctor of Philosophy in Literacy Education from Auburn University. Prior to teaching in higher education, she was an elementary school teacher, in addition to being appointed an ELA Curriculum Assistant and Literacy Leader Trainer. She currently teaches undergraduate and graduate literacy courses, while also researching literacy instruction with an emphasis on dialogic discourse and academic language, educator preparation, and ParentScholar experiences.

Pamela Correll , Ed. D. is an Assistant Professor of Literacy at Missouri State University. She teaches undergraduate and graduate level courses in literacy education and conducts research related to culturally responsive instruction and multilingual learners. Her research interests include pre-service teacher preparation and instruction for linguistically diverse students.

Cathy Pearman , Ph.D. , is a professor in the College of Education at Missouri State University, Springfield, MO where she teaches both graduate and undergraduate literacy education courses. Her research interests include reading comprehension, technology/literacy interactions of young children, differentiation of instruction, and English acquisition in the middle grades. In addition, she is active in the field of educator preparation at the state level.

Stephanie Huffman is the Associate Vice President for Strategic Initiatives and Dean of the Graduate College at the University of Northern Iowa. This is currently her 23rd year in higher education. She has published over 39 peer-reviewed articles, book chapters, and edited books in library science, literacy, instructional technology, diversity, and leadership. Her research interests include diversity, distance education, technology planning and leadership, literacy, and teacher leadership.