Education Commons^™

Critical Representation: Mattering & Belonging For Students Of The Global Majority, Rebecca E. Haslam

Middle Grades Review

Critical representation in literature and curricula requires an emancipatory agenda and examination of the ways in which people of diverse racial, cultural, linguistic, and other socially marginalized identities are portrayed, an assessment of how relevant, affirming, and accurate those representations are, and a consideration of the impact on a child’s sense of self and ‘other.’ This essay includes sample audit criteria for critical representation highlighting five sections: Storyline & Sense of Justice; Affirmation & Self-Worth; Relationships Among People; Author/Illustrator Background; and Language & Terminology, all with a focus on ‘mattering’ and holistic wellbeing of students of the global majority. Audit …

Reading Through The Pause: How Superintendents Viewed Literacy For Middle Grade Learners During The Pandemic, Dana Evans, Paige Paquette, Dionne Rosser-Mims, Terry Oatts, Brenda Coley

The Journal of Advancing Education Practice

This paper highlights the voices of two superintendents' lived experiences guiding teachers, parents, and students in their districts during the pandemic shutdown. The emphasis of literacy education showcases the ways in which middle grades learners were able to continue discursive practices through online platforms to share and engage with texts. This reflective piece describes the process of perseverance in literacy education through the pandemic pause.

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …

Sped 874: Language Arts And Literacy For Students Who Are Deaf/Hard Of Hearing, Anne E. Thomas

UNL Faculty Course Portfolios

This portfolio documents the process I used to critically analyze the structure, teaching methods, assessment, and students learning in SPED 874 Language Arts and Literacy for Children who are Dear/Hard of Hearing. This is a course that students in the Deaf Education Program at the University of Nebraska-Lincoln (UNL) take while pursuing a master’s degree and/or graduate endorsement in Deaf Education. This portfolio documents how I aligned the course objectives, content, and activities to the Council for Exceptional Children - Initial Specialty Set for Teachers of the Deaf/Hard of Hearing (CEC-DHH). I share the results of one method I use …

Teaching With The Genius In Mind: Enacting Literacy As A Civil Right, Katie Glupker, Pam Gower, Angela Knight

Language Arts Journal of Michigan

Because literacy is a civil right, educators are responsible for designing and implementing literacy education that is designed with the excellence of all students in mind. In order to learn about ways to ensure that literary practices are equitable for all students, the authors joined an educators’ book club to read Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad. Muhammad describes the Black literary societies of the past and challenges educators of today to enhance classrooms by upholding equity and excellence through a five-layered framework: Identity, Skills, Intellect, Criticality, and Joy.

We studied Muhammad’s …

Virtual Free-Writing Journal Portfolios In An Intensive English Program In Iraq, Charles Mckinney

MA TESOL Collection

Middle-Eastern English language learners (ELLs), specifically Iraqi students, are often not well equipped to succeed in university settings where English is the medium of instruction (EMI) for their intended graduate and undergraduate studies. Oftentimes, they are weaker in their academic literacy skills, when compared to listening and speaking, and need extra scaffolding and/or remedial instruction to develop their reading and writing dexterity for overall academic success. One way to support their writing development is to implement free-writing journal projects that will enable them to cultivate an original writer voice, to think quickly and critically in the L2, and to integrate …

Student Centered Language Teaching: A Focus On Student Identity, Rachel Mano

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language …