69Th LRA Annual Conference Literacy Research
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Navigating Black Identity Development: the Power of Interactive Multicultural Read Alouds with Elementary-Aged Children
education sciences Article Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children Rebekah E. Piper College of Education and Human Development, Texas A&M University-San Antonio, San Antonio, TX 78224, USA; [email protected] Received: 9 April 2019; Accepted: 23 April 2019; Published: 18 June 2019 Abstract: Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement. Keywords: critical literacy; Civil Rights; Black identity; children 1. Introduction The central question addressed by the Supreme Court during the Brown v. Board of Education of Topeka, Kansas (1954) [1] was whether the segregation of children in public schools based on their race, deprived minoritized children of equal educational opportunities when everything else was equal [2–4]. This question has been, and continues to be, answered in the negative, as evidenced in an educational system in which Children of Color are repeatedly reported to have lower reading and numeracy scores in comparison to their white peers. In 2003, Education Trust, Inc. reported that, nationally, fourth-grade African-Americans fell behind their white peers in reading. -
The Reasoning Skills and Thinking Dispositions of Problem Gamblers: a Dual-Process Taxonomy
Journal of Behavioral Decision Making J. Behav. Dec. Making, 20: 103–124 (2007) Published online 22 September 2006 in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/bdm.544 The Reasoning Skills and Thinking Dispositions of Problem Gamblers: A Dual-Process Taxonomy MAGGIE E. TOPLAK1*, ELEANOR LIU2, ROBYN MACPHERSON3, TONY TONEATTO2 and KEITH E. STANOVICH3 1York University, Canada 2Centre forAddiction and Mental Health,Toronto, Canada 3University of Toronto, Canada ABSTRACT We present a taxonomy that categorizes the types of cognitive failure that might result in persistent gambling. The taxonomy subsumes most previous theories of gambling behavior, and it defines three categories of cognitive difficulties that might lead to gambling problems: The autonomous set of systems (TASS) override failure, missing TASS output, and mindware problems. TASS refers to the autonomous set of systems in the brain (which are executed rapidly and without volition, are not under conscious control, and are not dependent on analytic system output). Mindware consists of rules, procedures, and strategies available for explicit retrieval. Seven of the eight tasks administered to pathological gamblers, gamblers with subclinical symptoms, and control participants were associated with problem gambling, and five of the eight were significant predictors in analyses that statistically controlled for age and cognitive competence. In a commonality analysis, an indicator from each of the three categories of cognitive difficulties explained significant unique variance in problem gambling, indicating that each of the categories had some degree of predictive specificity. Copyright # 2006 John Wiley & Sons, Ltd. key words dual-process theories; problem gambling; human reasoning; intuitive and analytic processing Pathological gambling is defined as ‘‘persistent and recurrent maladaptive gambling behavior that disrupts personal, family, and vocational pursuits’’ (DSM-IV-TR, American Psychiatric Association, 2000, p. -
Meta-Effectiveness Excerpts from Cognitive Productivity: Using Knowledge to Become Profoundly Effective
Meta-effectiveness Excerpts from Cognitive Productivity: Using Knowledge to Become Profoundly Effective Luc P. Beaudoin, Ph.D. (Cognitive Science) Adjunct Professor of Education Adjunct Professor of Cognitive Science Simon Fraser University EDB 7505, 8888 University Drive Burnaby, BC V5A 1S6 Canada [email protected] Skype: LPB2ha http://sfu.ca/~lpb/ Last Revised: 2015–05–31 (See revision history) I recently wrote a blog post containing some importants concepts for understanding adult development of competence (including “learning to learn”). The overarching concept of that topic, and Cognitive Productivity, is meta-effectiveness, i.e., the abilities and dispositions (or “mindware”) to use knowledge to become more effective. Effectance is a component of meta-effectiveness. The concepts of meta-effectiveness and effectance being both subtle and important, I am publishing in this document a few excerpts from my book (Cognitive Productivity) to elucidate them. You will notice that I am critical of the position espoused by Dennett (e.g., in Inside Jokes) that the tendency to think is pleasure- seeking in disguise. Also, I’ve modernized White’s concept of effectance, aligning it with Sloman’s concept of architecture-based motivation. I have also updated David Perkins’ concept of mindware. Acknowledgements Footnotes Revision History 2015–05–31. First revision. Cognitive Productivity Using Knowledge to Become Profoundly Effective Luc P. Beaudoin This book is for sale at http://leanpub.com/cognitiveproductivity This version was published on 2015-04-12 This is a Leanpub book. Leanpub empowers authors and publishers with the Lean Publishing process. Lean Publishing is the act of publishing an in-progress ebook using lightweight tools and many iterations to get reader feedback, pivot until you have the right book and build traction once you do. -
The Role of Children's Racial Identity and Its Impact on Their
THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION by Lisa Mekia McDonald Dissertation Committee: Professor Felicia Moore Mensah, Sponsor Professor Denise Mahfood Approved by the Committee on the Degree of Doctor of Education Date: ___________________________________February 12, 2020 Submitted in partial fulfillment of the requirements of the degree of Doctor of Education in Teachers College, Columbia University 2020 ABSTRACT THE ROLE OF CHILDREN’S RACIAL IDENTITY AND ITS IMPACT ON THEIR SCIENCE EDUCATION Lisa Mekia McDonald Racial identity plays an important role in the development of children’s narratives. In the structure of the classroom there is a disconnect for students between home and school. The structure of the classroom consists of the social relationships that children have with their peers and teachers. The structure of the classroom also includes how the classroom is set up for learning, such as the curriculum. Racial identity is also a valuable aspect in the construction of knowledge as children learn science. Racial identity is not often addressed with young children and science. Young children need to be able to see themselves in science regardless of their own race or ethnicity. Critical race theory (CRT) was used to examine and situate the context of race with children’s identity. Sociocultural theory was used to describe their process of learning. The participants of this study included 10 children in grades 3 through 5 who attended a diverse urban school located in New York City and their parents (10 parents). A qualitative approach was used to allow both children and parents to share their perspectives on their experience with science and difficult topics that pertain to race and/or skin color. -
From Theory to Practice in a Critical Race Pedagogy Classroom Van T
i.e.: inquiry in education Volume 9 | Issue 1 Article 3 2017 In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, [email protected] Follow this and additional works at: http://digitalcommons.nl.edu/ie Recommended Citation Lac, Van T.. (2017). In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom. i.e.: inquiry in education: Vol. 9: Iss. 1, Article 3. Retrieved from: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Copyright © 2017 by the author(s) i.e.: inquiry in education is published by the Center for Practitioner Research at the National College of Education, National-Louis University, Chicago, IL. Cover Page Footnote I would like to thank the following individuals for offering me critical feedback on this manuscript: Kim Bancroft, Gwen Baxley, Margarita Bianco, Carolyn Kelley, Andy Hatcher, and Pete Miller. This article is available in i.e.: inquiry in education: http://digitalcommons.nl.edu/ie/vol9/iss1/3 Lac: In Real Time In Real Time From Theory to Practice in a Critical Race Pedagogy Classroom Van T. Lac University of Texas-San Antonio, San Antonio, USA Introduction I enter this teacher action research project with an interest in studying how I, as a high school teacher, developed a critical race pedagogy (CRP) curriculum for students in an out-of-school context. My intrigue with race started at an early age growing up in Oakland, California, where my classmates were primarily of African American, Central American, and Southeast Asian descent. As a Southeast Asian student in Oakland schools, even with 100% students of color in my classes, my teachers in school rarely talked about race or racism. -
Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy
City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 6-2021 Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy Lindsey Albracht The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4285 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] BEYOND AUTHORIZATION: TOWARD ABOLITIONIST TRANSLITERACIES ECOLOGIES AND AN ANTI-RACIST TRANSLINGUAL PEDAGOGY by LINDSEY ALBRACHT A dissertation submitted to the Graduate Faculty in English in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2021 ©2021 LINDSEY ALBRACHT All Rights Reserved ii Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht This manuscript has been read and accepted for the Graduate Faculty in English in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. __________________ ______________________________________ Date Amy J. Wan Chair of Examining Committee _________________ _____________________________________ Date: Kandice Chuh Executive Officer Supervisory Committee: Mark McBeth Jessica Yood THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Beyond Authorization: Toward Abolitionist Transliteracies Ecologies and an Anti-Racist Translingual Pedagogy by Lindsey Albracht Advisor: Amy J. Wan This project explores the recent paradigm shift within Writing Studies toward a translingual approach, situating many of the critiques of this approach as limitations produced by dominant liberal models of Writing Studies pedagogy. -
Keith Stanovich Curriculum Vitae
CURRICULUM VITAE PERSONAL INFORMATION: Name: Keith E. Stanovich Date of Birth: December 13, 1950 Marital Status: Married Address: Department of Human Development and Applied Psychology Ontario Institute for Studies in Education University of Toronto 252 Bloor Street West Toronto, Ontario Canada M5S 1V6 Phone: 503-297-3912 E-mail [email protected] EDUCATION: The Ohio State University, 1969-1973 - B.A., 1973 (Major - Psychology) The University of Michigan, 1973-1977 - M. A., Ph.D. (Major - Psychology) POSITIONS HELD: Professor, University of Toronto, 1991-present Department of Human Development and Applied Psychology Member, Centre for Applied Cognitive Science Program Head, Human Development and Education, 1996 - 2001 Department of Human Development and Applied Psychology Canada Research Chair of Applied Cognitive Science, 2002-2005 Professor of Psychology and Education, Oakland University, 1987-1991 Associate Professor of Psychology and Education, Oakland University 1985 - 1987 Associate Professor of Psychology, Oakland University 1982 - 1985 Assistant Professor of Psychology, Oakland University 1977 - 1982 Stanovich, Keith E. 1 AWARDS AND NATIONAL COMMITTEES: Distinguished Scientific Contributions Award, Society for the Scientific Study of Reading, July, 2000. Distinguished Researcher Award, Special Education Research SIG, American Educational Research Association, March, 2008 Oscar S. Causey Award, National Reading Conference, 1996 Silvia Scribner Award, Division C, American Educational Research Association, March, 1997 Elected, -
Friday, November 16
FRIDAY, NOVEMBER 16 7:00–7:45 A.M. v First-Timers’ Welcome GRAND BALLROOM A Set your alarm so you don’t miss Ernest Morrell this event we’re holding just for you! Join first-time attendees and NCTE leaders for an informative session to kick off your NCTE annual convention experience. You’ll have the opportunity to hear from NCTE members Ernest Morrell and Donalyn Miller as well as connect with other NCTE members. The special gathering provides an opportunity for you to gain quick tips and strategies that will expand your knowledge of NCTE and your professional network. Donalyn Miller 56 2018 NCTE ANNUAL CONVENTION PROGRAM FRIDAY GENERAL SESSION 8:00–9:15 A.M. v Students Raising Their Voices GENERAL ASSEMBLY THEATRE ABC Presiding: Antero Garcia, Stanford University, CA FRIDAY Kristin Ziemke, Big Shoulders Project, Chicago, IL Friday’s General Session will be fast and full of energy. This session will be a celebration of students who are using their voices to change the world and will be facilitated by NCTE Antero Garcia members Antero Garcia and Kristin Ziemke. Seven students ages 11 to 21 will share their passions with attendees. Speakers at this session include students who have created movements or organizations, raising their voices to create change. Kristin Ziemke Andrea Cipriani Mecchi Andrea Marley Dias Alex King Xiuhtezcatl Martinez Social activist behind Student advocate Indigenous climate activist #1000blackgirlbooks for gun reform and hip-hop artist Sara Abou Rashed Zephyrus Todd Olivia Van Ledjte Jordyn Zimmerman Inspirational multilingual Student and social Reader, thinker, and Avid speaker and poet and author media creator kids’ voice believer advocate for all students 20182018 NCTE NCE ANNUAL CONVENTION PROGRAM 57 C SESSIONS / 9:30–10:45 A.M. -
Representations of Black Characters in Children's Literature: a Product Of
Gardner-Webb University Digital Commons @ Gardner-Webb University Education Dissertations and Projects School of Education 5-2018 Representations of Black Characters in Children’s Literature: A Product of Histories, Ideologies, Narratives, Depictions, Politics, and Laws Annie Calloway Follow this and additional works at: https://digitalcommons.gardner-webb.edu/education_etd Part of the Education Commons Recommended Citation Calloway, Annie, "Representations of Black Characters in Children’s Literature: A Product of Histories, Ideologies, Narratives, Depictions, Politics, and Laws" (2018). Education Dissertations and Projects. 298. https://digitalcommons.gardner-webb.edu/education_etd/298 This Dissertation is brought to you for free and open access by the School of Education at Digital Commons @ Gardner-Webb University. It has been accepted for inclusion in Education Dissertations and Projects by an authorized administrator of Digital Commons @ Gardner-Webb University. For more information, please see Copyright and Publishing Info. Representations of Black Characters in Children’s Literature: A Product of Histories, Ideologies, Narratives, Depictions, Politics, and Laws By Annie Elizabeth Calloway A Dissertation Submitted to the Gardner-Webb University School of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Gardner-Webb University 2018 Approval Page This dissertation was submitted by Annie Elizabeth Calloway under the direction of the persons listed below. It was submitted to the Gardner-Webb University School of Education and was approved in partial fulfillment of the requirements for the degree of Doctor of Education at Gardner-Webb University. ________________________________ _________________ Mary Beth Roth, Ed.D. Date Committee Chair ________________________________ _________________ Kelly Clark, Ed.D. Date Committee Member ________________________________ _________________ Trinette Atri, M.A. -
Urban Teaching Residency Master's (EDTF) 1
Education - Urban Teaching Residency Master's (EDTF) 1 EDTF 505 Methods: 7-12 English A EDUCATION - URBAN This course is designed for preservice and working educators and is intended to weave theory into practice. In this data and standards TEACHING RESIDENCY driven climate, educators are often hit with buzzwords instead of solid theory and solid pedagogy. The framework for the course is to provide a MASTER'S (EDTF) foundation in theory and then explores how that theory works within and against existing practices in schools. We will be reflecting on practice These courses are only available to students in the Urban Teaching and designing and redesigning lessons and units based on theory and Residency program. best practices for adolescent literacy. This course is an overview of the theory and pedagogy needed for effective English language arts EDTF 503 Methods: Elementary A instruction. Prerequisite: Enrollment in Urban Teaching Residency This course is designed to enhance literacy and mathematics instruction Program. that engages all students as readers, thinkers and sense makers. In Taught by: n/a this course, we will explore the interrelationship of language, literacy, Course usually offered in fall term numeracy, and culture, and will co-construct a knowledge base for Also Offered As: EDTC 505 understanding how children learn. We will also develop and practice new Activity: Lecture routines for teaching literacy and mathematics that build on students 1.0 Course Unit interests, curiosities, and informal knowledge. Throughout the course, EDTF 506 Methods: 7-12 General Science/Biology A you will be encouraged to critically reflect on continually develop your The purpose of this class is to introduce secondary science teachers teaching practice. -
2020 Legislative Report
2020 LEGISLATIVE REPORT 2020 LEGISLATIVE REPORT A PUBLICATION OF THE WASHINGTON ASSOCIATION OF SCHOOL ADMINISTRATORS 825 Fifth Avenue SE | Olympia, WA 98501 | 360.943.5717 or 800.859.9272 | www.wasa-oly.org 2020 Session Overview Dan Steele, Assistant Executive Director, Government Relations The 2020 Legislative Session, the second-year session of the 66th Biennial Session, was another rollercoaster ride. Educators entered the session with somewhat low expectations, especially regarding funding. Growth in state Table of Contents revenues, while continuing to climb above forecasts, was beginning to show clear signs of slowing. In addition, forecasts also predicted substantial, required 2020 Session Overview ........................................... 1 Maintenance Level costs (required spending to provide currently authorized services, including adjustments—up or down—in caseloads or enrollment and 2020 Supplemental Operating Budget: other mandatory expenses, such as inflation). It appeared much of the available ESSB 6168 ........................................................ 13 revenue would be off the table to address entitlement expenditures before the Budget Details: K–12 Enhancements ............... 17 game even began—and regardless of available revenues, legislators tend to shy Budget Details: Compensation .......................... 26 away from significant increases in a supplemental budget year. Budget Details: State Agency Adjustments ....... 27 Additional Details .............................................. 27 On top of the budget realities, legislators continued to suffer from the so-called “McCleary fatigue.” It was a frustrating, phantom illness, with no basis in reality, 2020 Supplemental Capital Budget: but it continued to cloud budget discussions. There is clear evidence in the 2019– ESSB 6248 ........................................................ 36 21 Operating Budget adopted last year that legislators have shifted their focus Education-Related Bills away from K–12 education—a shift that was expected to (and did) continue. -
Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom
The Journal of the Assembly for Expanded Perspectives on Learning Volume 24 2018-2019 Article 4 6-2019 Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom Mara Lee Grayson California State University Follow this and additional works at: https://trace.tennessee.edu/jaepl Part of the Creative Writing Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Methods Commons, Educational Psychology Commons, English Language and Literature Commons, Instructional Media Design Commons, Liberal Studies Commons, Other Education Commons, Special Education and Teaching Commons, and the Teacher Education and Professional Development Commons Recommended Citation Grayson, Mara Lee (2019) "Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom," The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 24 , Article 4. Available at: https://trace.tennessee.edu/jaepl/vol24/iss1/4 This Essay is brought to you for free and open access by Volunteer, Open Access, Library Journals (VOL Journals), published in partnership with The University of Tennessee (UT) University Libraries. This article has been accepted for inclusion in The Journal of the Assembly for Expanded Perspectives on Learning by an authorized editor. For more information, please visit https://trace.tennessee.edu/jaepl. JAEPL, Vol. 24, 2019 Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom Mara Lee Grayson Abstract: In order to develop pedagogies around racial literacy, we must first define the goals and bounds of racial literacy as praxis. In this paper, I synthesize the find- ings of a year-long teacher research project to explore the significance of racial liter- acy in the college composition classroom.