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They’Re Lovin’It: How Preschool Children Mediated Their Funds Of Knowledge Into Dramatic Play, Anne E. Karabon
They’Re Lovin’It: How Preschool Children Mediated Their Funds Of Knowledge Into Dramatic Play, Anne E. Karabon
Teacher Education Faculty Publications
The funds of knowledge framework promotes connecting community contexts with curriculum aimed to activate children’s prior knowledge. Typically, teachers determine what knowledge sources harmonise best with their existing programming, potentially omitting particular resources that may not align. Young children, on the other hand, can act as agents when integrating knowledge for themselves into play. This article explores how children mediated their cultural knowledge into dramatic play and what factors were key to empowering children to naturally incorporate funds of knowledge across contexts. Grounded in critical sociocultural theory, findings reveal that children use mediation as a form of power and agency …
"Designerly" Ways Of Reading: Insights From Reader Response In Drama For Enriching The "A" In Language Arts, Treavor Bogard
"Designerly" Ways Of Reading: Insights From Reader Response In Drama For Enriching The "A" In Language Arts, Treavor Bogard
Teacher Education Faculty Publications
In this interpretive case study of reader response in drama, a drama troupe is the context for illuminating how young actors read in "designerly" ways; that is, how their reading processes facilitated constructive, solution-focused thinking in their development of characterizations. By examining the nature of reader response in the drama troupe, I hope to help educators understand how design thinking occurred as an aesthetic reading practice and consider ways in which design thinking can be cultivated in the language arts classroom. I argue that design thinking inspires the young to engage the imagination, practice teamwork, and take risks as they …
Coming To Know About Sacrifice Zones And Eco-Activism: Teaching And Learning About Climate Change, Alexandra Panos, James Damico
Coming To Know About Sacrifice Zones And Eco-Activism: Teaching And Learning About Climate Change, Alexandra Panos, James Damico
Teacher Education Faculty Publications
This paper shares curricular tools to engage in inquiry around issues related to environmental justice for upper elementary and middle grades students. Focusing on developing background knowledge and critical reading practices, the unit offers approaches to fiction and non-fiction online sources that promote an inquiry stance based in empathy and exploration. In addition to developing critical stances and questions to explore sacrifice zones and eco-activism, this paper shares many resources (texts and scaffolded tools) for praxical application in classrooms.
Socialization To Academic Language In A Kindergarten Classroom, Colleen E. Gallagher
Socialization To Academic Language In A Kindergarten Classroom, Colleen E. Gallagher
Teacher Education Faculty Publications
Recognizing the importance of academic language for students’ success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region of the United States. Participants include an intact kindergarten class of 16 students from culturally and linguistically diverse backgrounds and their teacher. The results of the investigation revealed that sharing time provides opportunities for socialization to academic register through: (1) requiring that students successfully navigate the academic language demands of the interaction, …
Transforming Teacher-Family Relationships: Shifting Roles And Perceptions Of Home Visits Through The Funds Of Knowledge Approach, Kristin Whyte, Anne E. Karabon
Transforming Teacher-Family Relationships: Shifting Roles And Perceptions Of Home Visits Through The Funds Of Knowledge Approach, Kristin Whyte, Anne E. Karabon
Teacher Education Faculty Publications
Education has embraced the idea of an ‘asset approach’ to working with families and children, creating a focus on developing collaborative relationships with families by building on what they bring to the table. In this paper we explore what happened when early childhood teachers entered homes to learn from families and identify their Funds of Knowledge. The findings show how issues of power and perception surfaced when teachers attempted to shift their role from that of teacher to learner. In analyzing teachers’ experience before, during, and after ethnographic home visits we saw their general desire to adopt an asset-based mentality. …