Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 7 of 7
Full-Text Articles in Education
Critical Literacy: Engaging First Graders In An Exploration Of Race Through Children’S Literature, Kelly Deits Cutler
Critical Literacy: Engaging First Graders In An Exploration Of Race Through Children’S Literature, Kelly Deits Cutler
Curriculum and Instruction Faculty Publications and Presentations
As an educator, I often hear teachers suggest that young children are not “ready” to tackle controversial topics such as race, racism, and racial identity. Reasons are oftentimes stated, such as “that’s not developmentally appropriate” or “they’re too young to understand that concept.” In direct contrast, the last sixty years of educational research indicates that children do understand the concept of race at a very early age (Clark, 1988; Derman-Sparks & Ramsey, 2011; Goodman 1952; Katz, 2013; Proshansky, 1966). Yet often adults, including parents and educators, do not recognize children’s ability to understand race. Most teachers--particularly White teachers--have difficulty talking …
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
English Learners' Positioning During Interactions With Monolingual English-Speaking Students, Amanda Sugimoto, Kathy Carter
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, English Learners (ELs) are being educated in mainstream classrooms alongside English fluent students. Using a positioning theory framework, this multiple case study explored how ELs reflexively positioned themselves during interactions with their peers as well as how English fluent peers interactionally positioned ELs. Drawing upon multiple data sources, (i.e., observations, interviews, and artifacts), and using cross case analysis techniques, we found that ELs’ reflexive positioning was influenced by their language history and schooling context and peers’ interactional positioning moves limited ELs’ access to academic interactions. These findings pose important considerations regarding the academic and linguistic access of ELs in …
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
The Back Burner: A Case Study Of A Teacher’S Dilemmas When Working With English Learners, Amanda Sugimoto
Curriculum and Instruction Faculty Publications and Presentations
Increasingly, mainstream classroom teachers are working with (ELs), however, little is known about what dilemmas these teachers face in their practice with ELs. Using a dilemmatic spaces framework, this case study explored the dilemmas a fourth grade teacher negotiated while working with ELs in her low-incidence school. Drawing upon multiple data sources, (i.e., observations, interviews, and artifact analysis), and using iterative and thematic analysis techniques, three dilemmas were identified. These included: (1) a lack of professional experience with ELs, (2) lack of support from the ESL teacher, and (3) conflicting administrative expectations. These findings pose important considerations for the teaching …
Communities Of Practice In Higher Education: Transformative Dialogues Toward A Productive Academic Writing Practice, Janelle De Carrico Voegele, Dannelle D. Stevens
Communities Of Practice In Higher Education: Transformative Dialogues Toward A Productive Academic Writing Practice, Janelle De Carrico Voegele, Dannelle D. Stevens
Curriculum and Instruction Faculty Publications and Presentations
Because faculty have advanced degrees, it is often assumed that they have perfected the skills needed to be productive, successful academic writers. In reality, many faculty struggle with the demands of academic writing and the resulting loss of energy for teaching and other aspects of their roles. This article reflects on the impact of an academic writing program through a community-of-practice lens. We describe the program and its elements, its development into a thriving cross-discipline writing community, the role of central program elements such as accountability and dialogue, and the benefits stemming from a learning-community emphasis across program elements
Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper
Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper
Curriculum and Instruction Faculty Publications and Presentations
With an emphasis placed on students reading and writing digitally, this presentation offers attendees a resource they can use to evaluate the literacy implications for using different apps and websites.
Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry
Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry
Curriculum and Instruction Faculty Publications and Presentations
As reflected in the new generation of “college- and career-ready” standards, developing students’ literacy abilities has become an educational initiative. In addition, software developers are continually releasing a range of educational website, apps, and programs intended to support student learning. The challenge then becomes how teachers can use these evolving instructional technologies to develop their students’ literacy abilities by combining them with their content and pedagogical knowledge. In this action research project, two teacher educators set out to study how their candidates used instructional technology during their internship for these purposes. In this article, the researchers will provide a background …
Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely
Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely
Curriculum and Instruction Faculty Publications and Presentations
With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two …