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Language and Literacy Education Commons™
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- Achievement Distortion (1)
- Arts education (1)
- Asset enhancing pedagogy (1)
- Black Genius (1)
- Black student achievement (1)
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- Comics-based research (1)
- Connection Gap (1)
- Culturally sustaining pedagogy (1)
- Early literacy (1)
- English language development (1)
- Groundtruth (1)
- Kindergarten (1)
- Language proficiency assessments (1)
- Literacy (1)
- Long-term English learners (1)
- Multilingual learners (1)
- Standardized testing (1)
- Youth participatory action research (1)
Articles 1 - 3 of 3
Full-Text Articles in Language and Literacy Education
Black Genius: An Achievement Distortion, Brenda Burgo
Black Genius: An Achievement Distortion, Brenda Burgo
Dissertations
Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of …
Culturally Sustaining Pedagogical Practices In Early Literacy Classrooms: A Qualitative Case Study Of Two Kindergarten Classrooms, Elizabeth Carlton Phd
Culturally Sustaining Pedagogical Practices In Early Literacy Classrooms: A Qualitative Case Study Of Two Kindergarten Classrooms, Elizabeth Carlton Phd
Dissertations
Students who attend school possess their own “funds of knowledge” from their home life and prior experiences (Moll et al., 1992). Yet, learners from diverse cultural and linguistic backgrounds are not viewed from a strengths-based perspective but rather a deficit perspective. The deficit perspective perpetuates the oppression and marginalization of students of color and multilingual students. Using a qualitative comparative case study research design, the study is rooted in the tenets of Critical Pedagogy (Freire, 2000), Critical Literacy, and Culturally Sustaining Pedagogy as it sought to uncover insights into asset-based instructional strategies that allow multilingual learners opportunities to participate equitably …
Talking Back To The Elpac: Resilient Resistance And (Re)Imagining Through Ypart, Zulema Reynoso
Talking Back To The Elpac: Resilient Resistance And (Re)Imagining Through Ypart, Zulema Reynoso
Dissertations
Policies that label and track students based on language and race dismiss the voices and lived experiences of English learners (ELs) through forced fits and ideologies that devalue multiple languaging and ways of knowing. This qualitative study explores how an educator and 20 seventh-grade bi/multilingual Latinx students labeled long-term English learners (LTELs) reimagined how language is perceived, taught, and assessed across traditional schooling contexts and language policy landscapes. Drawing from LatCrit theory, Latina/Chicana feminisms, and dimensions of youth participatory action research (YPAR), this study centered both LTELs as jóvenes educados (dignified youth) and a conceptualized taller (studio space) to affirm …