Enacting Disciplinary Literacy Instruction: Essential Practices in Action

Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching

In a 1996 American Educational Research Journal (AERJ) article, Deborah Ball and Suzanne Wilson (Ball & Wilson, 1996) made an argument for “integrity in teaching,” in which they framed integrity as the commitment to “fusing” the moral aspects of teaching with the intellectual. The central question they explored was how to deal with conflicts between the intellectual work of teaching content con...

Morphological instruction and literacy Morphological Instruction and Literacy: Binding Phonological, Orthographic, and Semantic Features of Words

There are a number of reasons why knowledge of morphology should be related to literacy outcomes: (a) English is fundamentally morphophonemic in nature, (b) various theories give morphology a role in word reading, (c) there is evidence that adults process morphological information automatically when they read words, even if they are not aware of it, and (d) there is considerable evidence that k...

Global health education: a pilot in trans-disciplinary, digital instruction

Background The development of new global health academic programs provides unique opportunities to create innovative educational approaches within and across universities. Recent evidence suggests that digital media technologies may provide feasible and cost-effective alternatives to traditional classroom instruction; yet, many emerging global health academic programs lag behind in the utilizat...

A New Approach to Literacy Instruction

can still remember the rich mixture of excitement and terror as I perched on the wobbly seat of my big sister's red and white Schwinn bicycle, pointing down the lawn toward the driveway. My father firmly held me and the bike upright as he began to push gently forward. We were moving, gaining momentum , my legs still limp on the pedals. As he had carefully warned, he ran alongside, gradually let...

Opening up the Curriculum: Moving from the Normative to the Transformative in Teachers’ Understandings of Disciplinary Literacy Practices