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Articles 1 - 30 of 517
Full-Text Articles in Educational Methods
Bank Street School For Children’S Story Of Integrating Structured Phonics Into A Progressive Literacy Approach, Melanie Bryon, Douglas R. Knecht, Emily Linsay, Emily Schottland
Bank Street School For Children’S Story Of Integrating Structured Phonics Into A Progressive Literacy Approach, Melanie Bryon, Douglas R. Knecht, Emily Linsay, Emily Schottland
Occasional Paper Series
This article explores how the Bank Street School for Children (SFC), a historically progressive institution rooted in child-centered, experiential learning, has successfully integrated structured phonics into its literacy program. Traditionally focused on whole language practices, SFC recognized inconsistencies in student reading outcomes and, beginning in 2017 undertook a multi-year evaluation of its literacy approach. Guided by the core values of child development and equity, and research in cognitive science, the school adopted a research-based phonics program, implementing it across Kindergarten through fourth grade over multiple years. This shift aimed to ensure all students—not just those with strong language backgrounds—gain the …
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.
“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read, Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, Tiphareth Ananda
“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read, Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, Tiphareth Ananda
Occasional Paper Series
In this paper we come together as teachers, a school leader and a professor to examine children’s theories of learning to read captured in written and illustrated texts created by 143 children currently enrolled in kindergarten to sixth grade. This collection of children’s theories of reading was created in the context of a progressive elementary school located at Smith College, a women's liberal arts college in Massachusetts. Our hope in examining children’s theories is to humanize and historicize current debates about how reading is taught. We also hope to offer a counter narrative to the dichotomies currently shaping reading education, …
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 …
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.
Integrative Masters Project: Hold That Thought: An Original Picture Book, Jordana Blumberg
Integrative Masters Project: Hold That Thought: An Original Picture Book, Jordana Blumberg
Graduate Student Independent Studies
Rooted in personal experience, this picture book follows a group of young children who each listen in their own unique way. The author drew from her own childhood memories of struggling to meet classroom expectations — particularly the challenge of holding back when she had something to say — to craft a story that validates the experiences of children who don't always fit the traditional mold of a "good listener."
Why Indigenous Children's And Young Adult Literature Matter
Why Indigenous Children's And Young Adult Literature Matter
Occasional Paper Series
No abstract provided.
The Healing Power Of Diverse Voices, Brian Lee Young
The Healing Power Of Diverse Voices, Brian Lee Young
Occasional Paper Series
No abstract provided.
Kryptonian Frybread, Byron Graves
The Role Of Native And Non-Native Teachers In Selecting Children’S Literature By Native Authors, Trisha Moquino, Katie Kitchens, Laini Szostkowski, Tiffany Jewell, Debbie Reese
The Role Of Native And Non-Native Teachers In Selecting Children’S Literature By Native Authors, Trisha Moquino, Katie Kitchens, Laini Szostkowski, Tiffany Jewell, Debbie Reese
Occasional Paper Series
Our contribution to the Occasional Paper Series is driven by the editors request for articles that will provide readers with an opportunity to learn how to use Indigenous Children’s and Young Adult Literature (ICYAL) texts responsibly. In our experience, children encounter far too much anti-Indigeneity in literature, and therefore the classroom.. Before using a book, a teacher must select the book they plan to use in the classroom. If the teacher is seeking to “provide opportunities for students to develop interpersonal relationships between real live kids and those who live only on the page,” (Leitich Smith, 2020) we think it …
“We Sing Too:” Pedagogical Approaches For Listening To Children In Indigenous Picturebooks, Rachel Stubbs, Anja Dressler Araujo, Kari Dressler, Jadyn Fischer-Mcnabb, Aubrey Hanson, Erin Spring
“We Sing Too:” Pedagogical Approaches For Listening To Children In Indigenous Picturebooks, Rachel Stubbs, Anja Dressler Araujo, Kari Dressler, Jadyn Fischer-Mcnabb, Aubrey Hanson, Erin Spring
Occasional Paper Series
This article explores how storytelling, particularly through picture books, facilitates learning across boundaries of age, culture, gender, and education. In this article, we emphasize the value of picture books in integrating Indigenous oral traditions into the classroom, highlighting how these texts foster a reciprocal relationship between listener and storyteller. By focusing on the act of listening, our article argues that Indigenous picture books require active participation and decentering of the individual, positioning listeners as part of a larger collective. This article also underscores the importance of viewing children as active, responsible, and agential members of their communities, aligning with Indigenous …
“I’M From The Federal Government And I’M Here To Help”: An Examination Of How Firekeeper’S Daughter Educates About Settler Colonialism, Robert Petrone
“I’M From The Federal Government And I’M Here To Help”: An Examination Of How Firekeeper’S Daughter Educates About Settler Colonialism, Robert Petrone
Occasional Paper Series
This essay offers an examination of various ways Angeline Boulley’s best-selling, award-winning Indigenous Young Adult novel, Firekeeper’s Daughter attends to and educates about settler colonialism. At the core of this analysis is the guiding question: In what ways does Firekeeper’s Daughter illuminate the ongoing social structure of settler colonialism within the context of what is currently known as “The United States”? Specifically, this analysis focuses on the topics of Native identity, including colonial mechanism of blood quantum; and the ways institutions such as the FBI operate from values and epistemologies of compartmentalization and deficit notions of Native Peoples. Across this …
Making Connections To The Local: Exploring The Role Of Indigenous Literature In Early Childhood Education, Lori Huston, Dr. Jan Hare, Ashleigh Janis, Leigh Kweon
Making Connections To The Local: Exploring The Role Of Indigenous Literature In Early Childhood Education, Lori Huston, Dr. Jan Hare, Ashleigh Janis, Leigh Kweon
Occasional Paper Series
Indigenous children's literature is a vital resource for nurturing cultural understandings and appreciation from an early age for both Indigenous and non-Indigenous children. This paper presents insights gathered from a workshop titled "Nurturing Indigenous Childhoods Through Themed Picture Books: Making Connections to the Local," which emerged as a culmination of our collaborative work on a massive open online course (MOOC) centered on Indigenous pedagogy in early childhood education. We curated a list of Indigenous children's books and engaged in discussions on the significance of Indigenous literature in nurturing cultural identity and literacy learning. In doing so, we aspired to create …
Nurturing Authentic Indigenous Voices In Indigenous Children’S And Young Adult Literature: An Aotearoa New Zealand Case Study, Nicola Daly, Julie Barbour, Darryn Joseph, Te Kani Price, Pania Tahau-Hodges, Kawata Teepa, Nic Vanderschantz, Eboni Waitere, Bryony Walker
Nurturing Authentic Indigenous Voices In Indigenous Children’S And Young Adult Literature: An Aotearoa New Zealand Case Study, Nicola Daly, Julie Barbour, Darryn Joseph, Te Kani Price, Pania Tahau-Hodges, Kawata Teepa, Nic Vanderschantz, Eboni Waitere, Bryony Walker
Occasional Paper Series
At the heart of decision-making in children’s literature is the publisher who decides whose stories are told and how (Encisco et al, 2010). There is some research concerning inclusivity practices in the children’s literature that we see in libraries, homes and publishing houses (Caple & Tian, 2022; Daly, Vanderschantz, Mitchell & Blair, 2025; Daly, 2021; Stagg Peterson & Robinson, 2020). There is, however, little work examining how the publishing process can contribute to increased diversity in children’s picturebooks, particularly in relation to Indigenous languages and cultures. International research shows that there is limited cultural and linguistic diversity evident in children’s …
The Legacy Of Language: Indigenous Language In Children’S Fiction, Christine Hartman Derr
The Legacy Of Language: Indigenous Language In Children’S Fiction, Christine Hartman Derr
Occasional Paper Series
Generally speaking, storytelling is an honored tradition in many Native communities. I use the term generally with a disclaimer. There are currently 574 federally recognized tribal Nations on the land presently known as the United States of America. There are additional Native Nations recognized at the state level and tribal Nations left unrecognized. Each Nation has its own culture, language, traditions, and beliefs. The statements made in this paper could not be universally applicable to all Indigenous communities. There is no monolithic Native perspective that could adequately represent every Native Nation, nor should there be. We celebrate our differences as …
An Indigenous Feminist Reading Praxis For Imagining Anti-Colonial Futurities: Honouring The Spirit And Intent Of Katherena Vermette’S Writings, Jennifer Brant, Erenna Morrison, Jasmine Rice, Gayatri Thakor
An Indigenous Feminist Reading Praxis For Imagining Anti-Colonial Futurities: Honouring The Spirit And Intent Of Katherena Vermette’S Writings, Jennifer Brant, Erenna Morrison, Jasmine Rice, Gayatri Thakor
Occasional Paper Series
We conceptualize Indigenous literatures as integral tools for supporting teachers on their journeys toward truth and reconciliation. As such, we intentionally offer our work as a pedagogical guide for introducing Indigenous Children’s and Young Adult Literatures (ICYAL) in secondary level English courses, asserting that the delivery of such works must be taught in ways that align with anti-racist praxis, acknowledge varied experiences of racism, sexism, and gender-based violences, and promote liberatory thinking. Indeed, while Indigenous literatures are excellent pedagogical tools to engage conversations about social justice and anti-Indigenous racism, they must be paired with key lessons that dismantle harmful, disrespectful …
Introduction: Why Indigenous Children’S And Young Adult Literature Matters, Joaquin Muñoz, Dawn Quigley
Introduction: Why Indigenous Children’S And Young Adult Literature Matters, Joaquin Muñoz, Dawn Quigley
Occasional Paper Series
No abstract provided.
The World Doesn’T Look Just One Way, Kim Spencer
The World Doesn’T Look Just One Way, Kim Spencer
Occasional Paper Series
No abstract provided.
Speculative Youth Participatory Action Research: Narratives Of Imaginative Social Dreaming
Speculative Youth Participatory Action Research: Narratives Of Imaginative Social Dreaming
Occasional Paper Series
No abstract provided.
Speculation Is Not Theoretical: The Work Of Ypar Moving Forward, Nicole Mirra
Speculation Is Not Theoretical: The Work Of Ypar Moving Forward, Nicole Mirra
Occasional Paper Series
Nothing brought me more joy during my years as the coordinator of the UCLA Council of Youth Research than those moments when, after politely listening to my explanation of some theoretical concept that scholars have painstakingly defined and debated across years in the academy, the students would laugh and respond with some variation of, “Yeah, we get it. We know what they’re saying—they just use fancy language to say it.” Hegemony, social capital— whatever the concept, the youth could always tap into their own identities and experiences to understand that, stripped of all jargon, they already viscerally grasped these realities—the …
Crawl Spaces To Productive Ruptures: A Reflection To Remember Speculative Futures, Petra J. Lange, Erin Perry, Gregory Wickenkamp
Crawl Spaces To Productive Ruptures: A Reflection To Remember Speculative Futures, Petra J. Lange, Erin Perry, Gregory Wickenkamp
Occasional Paper Series
Perhaps the greatest purpose of artistic expression is trying to make sense of the human experience. Art and storytelling construct and transform our realities. They take the noise of seemingly endless stimuli in our physical existence and identify patterns and meanings, and in so doing, wield incredible power. This is the exact reason censorship is a useful tool to the status quo and reactive. The state of Iowa put this tool to use in 2021 with the passage of House File 802, the law restricting so-called “divisive concepts” and the ability to explore systemic oppression in schools (Iowa Legislative Services …
Actualizing Black Spatial Histories Through A Speculative Youth Archiving Project, Kaleb Germinaro, Alvin Logan, Jr.
Actualizing Black Spatial Histories Through A Speculative Youth Archiving Project, Kaleb Germinaro, Alvin Logan, Jr.
Occasional Paper Series
For today’s youth, learning about one's history and culture is not always a given in the classroom. Many schools are learning spaces void of any cultural or spatial connection, particularly for Black students. This paper details an action-based summer archeology program hosted by the Burke Museum and Seattle Public Schools Liberatory Education Program that explored Black spatial histories through speculative youth archiving. Through key relationships with community organizations, students underwent a three-week program designed to allow students to develop their relationship with Black spatial histories and envision their role in creating and setting history in real-time. Using student interviews, the …
Así Querés Que Aprenda: Artivism As A Speculative Praxis, Ángela Shamira Morales Pereira, Ana Corona, Rodrigo Aleman
Así Querés Que Aprenda: Artivism As A Speculative Praxis, Ángela Shamira Morales Pereira, Ana Corona, Rodrigo Aleman
Occasional Paper Series
Así querés que aprenda (Is this how you want me to learn?): Artivism as a Speculative Praxis is a youth-led research project created by a community of young people from Centro Educativo de Capacitación, Arte y Producción (CECAP), an alternative school in Uruguay. The project's title is drawn from a poem written during the research process, where youth critically reflect on their educational experiences
Introduction: Speculative Youth Participatory Action Research: Narratives Of Imaginative Social Dreaming, Ricardo Martinez, Ezequiel Aleman
Introduction: Speculative Youth Participatory Action Research: Narratives Of Imaginative Social Dreaming, Ricardo Martinez, Ezequiel Aleman
Occasional Paper Series
The theme of Issue 53 of the Bank Street Occasional Paper Series, Speculative Youth Participatory Action Research: Narratives of Imaginative Social Dreaming, arose from our perception that many youths and teachers assumed that youth participatory action research (YPAR) was unattainable to them. We argue that, to the contrary, many have been living different forms of YPAR for years.
The Adventures Of Trans Educators: A Comic Book Issue
The Adventures Of Trans Educators: A Comic Book Issue
Occasional Paper Series
Through remarkable comic book illustrations, issue #52 of the Occasional Paper Series presents authentic, nuanced stories about the experiences of trans educators working with children from preschool through high school. This visually engaging format brings these stories to life and invites readers to connect more deeply with the unique journeys of trans educators.
Your Roots Are Showing (Spanish) Se Te Ven Las Raíces, Daniel Gallardo, Martín Pech
Your Roots Are Showing (Spanish) Se Te Ven Las Raíces, Daniel Gallardo, Martín Pech
Occasional Paper Series
No abstract provided.
A Light In Dark Times: In Overt Defense Of Trans-Affirming Spaces In Education, James F. Woglom, Stephanie Jones, Dylan Brody
A Light In Dark Times: In Overt Defense Of Trans-Affirming Spaces In Education, James F. Woglom, Stephanie Jones, Dylan Brody
Occasional Paper Series
No abstract provided.