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Direct linkShaw, Louise J.; Marx, Michele; Arnold, Jackie Marshall; Sableski, Mary-Kate – Journal of Children's Literature, 2020
The Children's Literature Assembly (CLA) Master Class in the Teaching of Children's Literature session, currently in its 26th year, provides opportunities for those who teach in university settings to share experiences related to teaching children's literature in the university and discuss contemporary trends and issues in the field of children's…
Descriptors: Childrens Literature, College Faculty, Teaching Methods, Personal Narratives
Moller, Karla J. – Journal of Children's Literature, 2016
For the author's final Master Teacher article, she wishes to pay tribute to a scholar whose work in the field of children's literature has inspired her for years. Throughout her long and distinguished career, Rudine Sims Bishop, professor emerita from The Ohio State University, has shared extensive knowledge and numerous insights on issues related…
Descriptors: Childrens Literature, Figurative Language, College Faculty, Professional Recognition
Salas, Laura Purdie; Wong, Janet; Bentley-Flannery, Paige; Hahn, Mary Lee; Jules, Jacqueline; Mordhorst, Heidi; Vardell, Sylvia – Journal of Children's Literature, 2015
Poetry can enhance all content areas. This article shares highlights from the 2014 CLA Master Class focused on using poetry in math, science, social studies, the arts, and physical education/movement. Presenters and participants read poems, asked questions, and engaged in lively discussions about using poetry to enhance all content areas. Chair…
Descriptors: Poetry, Teaching Methods, Content Area Reading, Childrens Literature
Enriquez, Grace; Shulman-Kumin, Amira – Journal of Children's Literature, 2014
This article presents how one teacher engages with children's nonfiction professionally for the Common Core State Standards and personally to teach for social justice.
Descriptors: Social Justice, Nonfiction, Childrens Literature, Common Core State Standards
Tschida, Christina M.; Ryan, Caitlin L.; Ticknor, Anne Swenson – Journal of Children's Literature, 2014
When mostly white, middle class, female undergraduate preservice students enter social studies, reading, and language arts methods courses, they usually have not yet been asked to think critically about the curriculum they will be responsible for teaching. One of the primary conduits for sending messages to students about themselves and the world…
Descriptors: Childrens Literature, Reading Material Selection, Preservice Teachers, Elementary Education
