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Articles 13201 - 13230 of 1439293
Full-Text Articles in Entire DC Network
Teachers Writing Together To Restore Hope And Resist Burnout, Beth M. Lehman
Teachers Writing Together To Restore Hope And Resist Burnout, Beth M. Lehman
Virginia English Journal
This article invites teachers to consider how the practice of writing, especially in facilitated writing groups designed for teachers, can be an effective activity for processing stress and restoring hope. Attention on teacher writing often focuses on how writing helps teachers to improve their teaching. Here the attention is on the value of writing for teachers themselves. Practices of Amherst Writers and Artists (AWA) strengths-based writing groups are described with a focus on Teachers Flourishing through Writing, an online workshop series that the author helped to create. Through analyzing workshop methods and self-reflecting on workshop experiences, the author asserts that …
Using Perspective Taking To Reimagine Jim In Adventures Of Huckleberry Finn, Jean S. Filetti
Using Perspective Taking To Reimagine Jim In Adventures Of Huckleberry Finn, Jean S. Filetti
Virginia English Journal
Critics and classroom teachers frequently read Jim in Adventures of Huckleberry Finn as a stock character, the comic stereotype of the superstitious and loyal slave. However, using perspective-taking strategies, such as asking open-ended questions and using paired texts to invite students to interrogate Jim's ruses and his assumption of a mask of servility, can be used to challenge reductive readings of Jim that have led to censorship of the novel.
Beyond Trends: The Potential Influence Of The Ela Teachers Of Tiktok, Heather Lynn Wright, Lauren May
Beyond Trends: The Potential Influence Of The Ela Teachers Of Tiktok, Heather Lynn Wright, Lauren May
Virginia English Journal
This paper describes a study on content from secondary English Language Arts (ELA) teachers of TikTok and their potential influence on future teachers. There were two research questions: (1) What information is being dispersed through TikTok specifically for secondary ELA teachers?; (2) What connotations about secondary ELA teaching are implied implicitly or explicitly through the tone of the TikTok creator? TikToks were examined through a three-part framework, considering the constructs of performances (Goffman, 1956), stickiness (Zott et al., 2000), and affinity spaces (Gee, 2004). Using a systematic approach, 50 secondary ELA TikTok accounts were identified and the top 20 …
Apprenticing Towards Deeper Learning In The Ela Classroom: Using Young Adult Literature To Support Students’ Mastery, Identity, And Creativity, Julianna Kershen, Kacy M. Price, Nynke Wimp, Evie Jackson, Kaitlin Rogers
Apprenticing Towards Deeper Learning In The Ela Classroom: Using Young Adult Literature To Support Students’ Mastery, Identity, And Creativity, Julianna Kershen, Kacy M. Price, Nynke Wimp, Evie Jackson, Kaitlin Rogers
Virginia English Journal
This practitioner focused article highlights the perspectives of pre-service teachers and undergraduate researchers investigating the kinds of learning interactions and instructional decisions that result in deeper learning outcomes for high school students. Deeper learning outcomes are often described as 21st century skills, including mastery learning, support of holistic and scholarly student identities, and the ability to engage collaboratively with critical and creative problem-solving skills. The authors suggest a series of young adult literature texts that can serve as springboards into project-based learning opportunities that provide authentic and real world-connected activities, iterative cycles of learning, peer-peer collaboration, and in-depth disciplinary …
Lessons From The Field On The Science Of Reading: School And Classroom Stories Across Contexts
Lessons From The Field On The Science Of Reading: School And Classroom Stories Across Contexts
Occasional Paper Series
No abstract provided.
“This Curriculum Has No Real Reading:” A Case Study Of Student Activism In Response To A Centralized Curriculum Mandate, Alina Lewis
Occasional Paper Series
The widespread implementation of “science of reading” policies across national and local contexts in the past few years is yet another chapter in the reading wars (Preston, 2022; Thomas, 2024; Goldberg & Goldenberg, 2022). This is not the first time that a national panic about literacy has incited fierce debates over how best to teach reading. Since the publication of “Why Johnny Can’t Read” in 1955, the question of “how, when and how much phonics instruction” has been hotly contested among scholars and practitioners (Thomas, 2024; Flesch & Sloan, 1955). However, the current literacy policy landscape--in the wake of the …
Thinking Narratively About Science Of Reading Forces, Moral Injury, And Teacherhood, Kyle C. Arlington
Thinking Narratively About Science Of Reading Forces, Moral Injury, And Teacherhood, Kyle C. Arlington
Occasional Paper Series
Stories of teachers’ classroom lives shape the public imagination of what it means to be a “good teacher,” yet these narratives are always partial, contextual, and entangled with broader cultural and institutional forces. This research essay narratively explores the experiences of Lisa, a veteran literacy teacher navigating Science of Reading (SoR) mandates in her elementary classroom. It examines how her identities, values, and visions for literacy teaching intersect with the discursive, material, and affective dynamics that shape how SoR unfolds in the context of Lisa’s classroom life. (Re)storying her experiences draws attention to the emotional toll and moral dissonance teachers …
All Flourishing Is Mutual: Cultivating A Gift Economy Of Literacy, Lindsey Lush, Melissa Kurtz
All Flourishing Is Mutual: Cultivating A Gift Economy Of Literacy, Lindsey Lush, Melissa Kurtz
Occasional Paper Series
In this paper, two scholars and practicing elementary educators argue that the policies and practices of the Science of Reading (SoR) movement in early literacy education are being constructed with the logic of a market economy, shaped by neoliberal ideologies of individualism, scarcity, and competition. Compelled by our concerns for the bodies and beings of readers and reading teachers in the context of our Northeast Georgia public elementary school and provoked by our shared engagement with The Serviceberry, Indigenous scientist and scholar Robin Wall Kimmerer’s book on lessons from the natural world, we engage a postqualitative approach to emergent, relational …
When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem, Lisa Dewing-Birno, Luis Lopez
When Science Of Reading Policy Meets Classroom Reality: The Nonsense Word Problem, Lisa Dewing-Birno, Luis Lopez
Occasional Paper Series
A central feature of many Science of Reading (SoR)-aligned curricula is the use of nonsense words in early literacy assessment to measure a student's ability to decode unfamiliar words using knowledge of letter-sound correspondences. However, the research base for using nonsense words as an instructional tool is much weaker and more contested. Through two narratives, we illustrate how the implementation of SoR instruction with nonsense words can be particularly problematic. We argue that effective literacy instruction demands what we call pedagogical clarity, the ability to integrate pedagogical practices with deep understanding of individual learners, their cultural and linguistic resources, and …
La Gran Historia De Dilly Meets The Science Of Reading: A Cuento Of Scripts, Skills, And Silenced Selves, Elenita Irizarry Ramos, Ysaaca D. Axelrod
La Gran Historia De Dilly Meets The Science Of Reading: A Cuento Of Scripts, Skills, And Silenced Selves, Elenita Irizarry Ramos, Ysaaca D. Axelrod
Occasional Paper Series
This article offers a deep dive into two lessons of a structured literacy curriculum to interrogate how current SoR–aligned mandates materialize in a Spanish dual-language first-grade classroom. Using Critical Discourse Analysis and Curriculum as a Discourse as both our conceptual frame and analytical method, we examine (a) La gran historia de Dilly—a retelling of The Ugly Duckling translated into Spanish—and (b) the teacher-facing lesson plan supplied by a major commercial publisher. Four patterns emerged: (1) reading is reduced to quantifiable skills (Lexile badges, sight-word drills) while the tale naturalizes biologically ‘correct’ identities, erasing hybrid selves; (2) scripted directives recast teachers …
Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context, Natasha A. Thornton, Amanda L. Armstrong, Brooke Blacknall, Jordan Freeman, Elaine Nevers-Williams, Mukkaramah Smith
Uplifting The Legacy Of Black Teachers: Loving And Liberatory Pedagogies In A Science Of Reading Context, Natasha A. Thornton, Amanda L. Armstrong, Brooke Blacknall, Jordan Freeman, Elaine Nevers-Williams, Mukkaramah Smith
Occasional Paper Series
This article explores Black liberatory pedagogy (BLP) as a critical approach to navigating current Science of Reading (SoR) mandates, which are often restrictive and fail to honor the literacies and linguistic practices of Black children. Through the narratives of six educators—classroom teachers, teacher candidates, and teacher educators—the article examines how they have experienced and responded to the implementation of SoR standards and curriculum shifts. These stories also illuminate what becomes possible when teachers are in spaces that allow for autonomy, imagination, and culturally responsive pedagogy. The educators’ experiences, expertise, and cultural wisdom are centered, demonstrating how they enact BLP through …
Lessons From The Field On The Science Of Reading: An Introduction, Gail Boldt, Patricia Enciso
Lessons From The Field On The Science Of Reading: An Introduction, Gail Boldt, Patricia Enciso
Occasional Paper Series
No abstract provided.
Letter From The Editor's Desk, Cinde Wollenberg
Letter From The Editor's Desk, Cinde Wollenberg
Virginia English Journal
No abstract provided.
Language Choices On Tanzanian Instagram, Carolyne Ulomy
Language Choices On Tanzanian Instagram, Carolyne Ulomy
Vernacular: New Connections in Language, Literature, & Culture
This study examines multilingual practices on Instagram within Tanzania’s rapidly growing computer-mediated communication (CMC) landscape. Using a qualitative corpus-based approach, I analyzed 400 Instagram posts from 40 users and conducted five techno-biographical interviews to explore what shapes language choice and how it relates to content. Findings show that Tanzanian Instagram users draw on Swahili, English, Swanglish/Kiswanglish, Community Languages (CLs) and Foreign Languages (FLs) to communicate and construct online identities. Interview data indicate that language choice is influenced by the intended audience, post content, brand image, language accessibility, the original language of the material and relationships between interlocutors. Corpus patterns further …
“Das Muttermal” - “The Birthmark” - “דער מוטער־צײכן”, Kristin K. Mlay-Kuhns
“Das Muttermal” - “The Birthmark” - “דער מוטער־צײכן”, Kristin K. Mlay-Kuhns
Vernacular: New Connections in Language, Literature, & Culture
“Das Muttermal / The Birthmark / דער מוטער־צײכן” is a trilingual work of transcreative poetry that stages translation as a method of mourning, cultural memory, and feminist inheritance. Composed first in German and then translated into English and Yiddish, the poem explores the catastrophic rupture of maternal loss and the slow transformation of trauma into understanding. The central metaphor of the birthmark—Muttermal, the “mother-mark”—figures the maternal body as both wound and connective tissue, binding ancestors and descendants through a physical trace that persists across generations, geographies, and languages. Formally, the project demonstrates how translation unveils the layered meanings embedded in …
When The Metamorphosis Turns White: Kafka Reimagined In Igoni Barrett’S Blackass, Bisola J. Ajibade
When The Metamorphosis Turns White: Kafka Reimagined In Igoni Barrett’S Blackass, Bisola J. Ajibade
Vernacular: New Connections in Language, Literature, & Culture
Igoni Barrett’s Blackass (2015) has frequently been described as a “race-rewrite” of Franz Kafka’s The Metamorphosis (1915). This framing has shaped much of the critical conversation surrounding the two texts. While these approaches productively illuminate questions of identity and biopolitics, less attention has been paid to situating both texts across the intersecting contexts of German modernism and Nigerian postcolonial literature. This article provides a close comparative reading of Kafka’s The Metamorphosis and Igoni Barrett’s Blackass in order to examine how Kafkaesque elements are reconfigured within a contemporary postcolonial Nigerian context. Drawing on Deleuze and Guattari’s theory of minor literature, alongside …
Theater Productions Collection Finding Aid
Ruth M Hohmann Bc1946 Papers Finding Aid
Samuel Cameron Papers Finding Aid
The College Of Global Studies Records Finding Aid
Plaques Collection Finding Aid
Rosemary Steunenberg Bc1953 Scrapbook Finding Aid
Newsletters Collection Finding Aid
Norman Johnston Papers Finding Aid
Patricia Fletcher Lyford Bc1958 Papers Finding Aid
Mary Worthington Scott Bc1857_9 Papers Finding Aid
New Student Orientation Objects Collection Finding Aid
New Student Orientation Objects Collection Finding Aid
Finding Aids
No abstract provided.
Marcia Tingley Bc1943 Photograph Collection Finding Aid
Marcia Tingley Bc1943 Photograph Collection Finding Aid
Finding Aids
No abstract provided.