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Full-Text Articles in Education
Pearls Of Meaning: Preschool Children Respond To Multicultural Picturebooks, Xiufang Chen, Susan Browne
Pearls Of Meaning: Preschool Children Respond To Multicultural Picturebooks, Xiufang Chen, Susan Browne
College of Education Faculty Scholarship
Employing a qualitative practitioner research method, this study examined pre-school children's responses to multicultural picture books and gained insight into how pre-school children make meaning about illustrations and textual features that include aspects of culture. The authors explored how multicultural literature can be used to develop cultural awareness and sensitivity among young children. Mem Fox's, Sophie (1994) emerged as a salient text that evoked personal connections and response to complex issues such as cycle of birth, life, and death. We contend that early exposure to multicultural literature contributes to ongoing processes of meaning making and serves as a rich reservoir …
Research Synthesis: Effective Practices For Improving The Reading Comprehension Of Students With Autism Spectrum Disorder, Amy L. Accardo
Research Synthesis: Effective Practices For Improving The Reading Comprehension Of Students With Autism Spectrum Disorder, Amy L. Accardo
College of Education Faculty Scholarship
The incidences of autism spectrum disorder (ASD) continue to rise steadily increasing the need for research-based strategies to support this population in the core academic content area of reading comprehension. A research synthesis was conducted with the purpose of (1) reviewing existing research to determine effective practices for teaching reading comprehension to students with ASD, (2) identifying the features of effective practices that appear to influence comprehension outcomes, and (3) assessing the quality of the research related to comprehension strategies and students with ASD. A functional relation was identified between the increased reading comprehension of students with ASD and each …
Bridges For Academic Success: Opening Spaces For Culturally Responsive Practice In An Urban Pre-School, Denise Jones, Susan Browne
Bridges For Academic Success: Opening Spaces For Culturally Responsive Practice In An Urban Pre-School, Denise Jones, Susan Browne
College of Education Faculty Scholarship
It has become widely understood that formal early childhood education can be an important factor in school success. Equally significant is the role of culture as a determinant in negotiating school. Thereby, the inclusion of student culture remains an important aspect in conversations on school success. This discourse is capable of promoting learning using the lives of students by building on what they already know, while offering opportunities for academic achievement. This study investigated how professional development workshops on culturally responsive practice for urban pre-school teachers encouraged the examination of current classroom practices and offered a process for transformation.
Stories From The Margins: Refugees With Disabilities Rebuilding Lives, Brent C. Elder
Stories From The Margins: Refugees With Disabilities Rebuilding Lives, Brent C. Elder
College of Education Faculty Scholarship
Every day around the world, people are displaced from their country of birth, are labeled as “refugees,” and are relocated to refugee camps run by the Office of the United Nations Refugee Agency (UNHCR). The most fortunate refugees live in camps for a decade or less before relocating to a country offering refuge. Others may live in camps for 20 years or more before resettlement. Some never leave the camps. Many reports from the United Nations (UN) and the World Health Organization (WHO) acknowledge that refugees with disabilities are at a higher risk of human rights abuses (UNHCR 2010; WHO …
Queering The Teacher As A Text In The English Language Arts Classroom: Beyond Books, Identity Work And Teacher Preparation, Kate E. Kedley
Queering The Teacher As A Text In The English Language Arts Classroom: Beyond Books, Identity Work And Teacher Preparation, Kate E. Kedley
College of Education Faculty Scholarship
Classrooms reflect and contribute to normative sex, gender, and sexuality categories in school culture, rules, and rituals. Texts, materials, curriculum, and the discourse we employ as educators perpetuate the pervasiveness of these categories. This article explores the less visible ways sex and gender categories are constructed in English Language Arts (ELA) classrooms, and how institutionalized heteronormativity positions students within normative categories of sex, gender, and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of …
Working Within The Tensions Of Disability And Education In Post-Colonial Kenya: Toward A Praxis Of Critical Disability Studies, Brent C. Elder, Alan Foley
Working Within The Tensions Of Disability And Education In Post-Colonial Kenya: Toward A Praxis Of Critical Disability Studies, Brent C. Elder, Alan Foley
College of Education Faculty Scholarship
This paper explores emerging and evolving critical approaches to inclusive education development work in the postcolonial, global South context of Kenya. Taking an ontoformative (Connell, 2011) perspective of disability, we view disability as a dynamic process inherently tied to social contexts and their fluid effects on disabled bodies. Thus, not all impairments are a natural form of human diversity, and many are imposed on bodies in underdeveloped countries through oppressive imported Western practices. In this paper we present our work not as models of ‘what to do’ or ‘what not to do’ in development work. Rather we offer a reflection …