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ERIC Number: EJ1158261
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: EISSN-2159-1474
Pre-Service Teachers' Use of Multicultural Literature
Lawrence, Salika A.
Journal of Inquiry and Action in Education, v9 n1 p28-47 2017
This qualitative study examines how pre-service teachers in urban elementary classrooms develop student literacy with multicultural literature. By evaluating the action research reports of three pre-service teacher candidates, the authors determine how reading experiences with texts align to Bloom's Taxonomy and expectations for Common Core State Standards. Findings indicate that multicultural literature engages students with authentic connections to learning. Results also show that teachers relied on guided questioning to measure reading comprehension, though the types of questions varied. The implications of this study for teachers to consider are: how to incorporate multicultural texts into the curriculum to encourage critical thinking, and the types of questions that promote text analysis. [This article was written with Tabora Johnson, Mirna Baptiste, Asfa Caleb, Camille Sieunarine, and Clorene Similien.]
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A