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Articles 1 - 6 of 6
Full-Text Articles in Education
Asking The Tough Questions: Teaching Literature And Nonfiction Through Critical Literacy To Recapture Our Voices, Agency, And Mission, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Asking The Tough Questions: Teaching Literature And Nonfiction Through Critical Literacy To Recapture Our Voices, Agency, And Mission, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Conference Presentations
Exploding the Myth of Mental Illness
Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Conference Presentations
Presenter Two will share new research on young adult literature which features characters with mental illness. She will describe strategies for using texts such as Your Voice is All I Hear (2015), Thirteen Reasons Why (2007), and The Impossible Knife of Memory (2014) to analyze and critique representations of mental illness in young adult literature. Drawing on research by Koss & Teale (2009) and Richmond (2014), this presenter will help session attendees interrogate “the power of language choices” and “become empowered to confront the stigma associated with mental illness and confront bullying” (p. 24).
Considering Teachers’ Classroom Literacy: Toward Uniting The Knowledge Base For Teaching And For Learning, Christi Michigan Edge
Considering Teachers’ Classroom Literacy: Toward Uniting The Knowledge Base For Teaching And For Learning, Christi Michigan Edge
Grants
Drawing from both teacher education and reading/literacy education—distinct bodies of knowledge—I have investigated a problem situated in the unexplored space between (Edge, 2011). A Classroom Literacy framework (Edge, 2011; Edge, 2014; Edge, 2015) re-conceptualizes persistent problems in learning to teach in light of research on literacy, in order to (a) understand how teachers make meaning from classroom events and to (b) articulate how teachers’ literacy practices can purposefully guide K-12 learners to actively build knowledge and understanding. This project addresses how the knowledge base of reading instruction might provide a unifying framework for how teachers learn to “read” and “compose” …
Disrupting The Dominant Narrative: Beginning English Teachers’ Use Of Young Adult Literature And Culturally Responsive Pedagogy., Elsie L. Olan, Kia Jane Richmond
Disrupting The Dominant Narrative: Beginning English Teachers’ Use Of Young Adult Literature And Culturally Responsive Pedagogy., Elsie L. Olan, Kia Jane Richmond
Journal Articles
In this multiple case study that uses narrative research methodology, two beginning English teachers’ stories, their use of young adult literature, and their dialogic interactions with university mentors are examined through a lens of culturally responsive pedagogy. This study is focused on how teachers’ stories indicate the difficulties they have incorporating culturally relevant young adult literature into their secondary English classes, how they establish connections between the texts, their students’ lived experiences, and their own lived experiences, and why they struggle with the application of culturally responsive pedagogy. Findings indicate that beginning teachers’ stories (a) express uncertainty regarding the place …
Storying Our Journey: Conversations About The Literary Canon And Course Development In Secondary English Education., Elsie L. Olan, Kia Jane Richmond
Storying Our Journey: Conversations About The Literary Canon And Course Development In Secondary English Education., Elsie L. Olan, Kia Jane Richmond
Journal Articles
Olan and Richmond present preservice English teachers’ stories about having little experience with canonical texts they are asked to teach in their field experiences.
(Mis)Reading The Classroom: A Two-Act “Play” On The Conflicting Roles In Student Teaching, Christi U. Edge
(Mis)Reading The Classroom: A Two-Act “Play” On The Conflicting Roles In Student Teaching, Christi U. Edge
Journal Articles
This case study examined concentric and reciprocal notions of reading—that of high school students, a pre-service teacher, and a teacher educator. An intern charged with teaching students to read, interact with, and compose texts in an English/language arts classroom constructed her role in the classroom based on her reading the “text” of her internship experiences, relationships, and responsibilities. Using interviews and observations, a teacher educator read and interpreted the classroom “text” the pre-service teacher “composed” during her internship and then constructed a two-act “play” which details the conflict in the intern’s enacting the dual role of student-teacher and her subsequent …