To positively influence students’ behavior and social relationships in the school and community settings, teachers can support students during early interventions and active conversations. ...Conversations held during class time that use picturebooks and restorative practice activities can be an appropriate way to support student learning and engagement. Lessons and activities can be implemented through any subject and integrated into classroom discussions to support students’ relationships, personal growth, well‐being, and behaviors. Incorporating discussions surrounding picturebooks with specific messages relating to social skills or situations in the classroom or community can support a restorative justice framework. The authors present ideas and activities relating to using picturebooks while upholding a restorative environment.
Children's literature plays an essential role in the literacy development of children. This department column focuses on the teaching and use of children's literature and provides educators with ...information about a wide range of books across multiple genres that are representative of the diverse world in which we live. A strong emphasis is placed on the importance of having diverse library collections that take into account numerous factors, such as race, class, disability, and religion. This column also offers innovative approaches for bringing children and books together, as well as content analyses and rich descriptions of titles that share common features (e.g., endpapers, the blending of poetry and nonfiction).
The purpose of this research was to examine the ways in which the principal and literacy coach collectively developed and maintained relational trust in order to establish school literacy reform ...efforts. Drawing from a larger set of data, we employed qualitative methods to explore interviews and surveys from the principals and literacy coaches at two different schools who were able to implement literacy reform for several consecutive years. The relational trust established between the coach and principal enabled them to co-navigate issues that might have otherwise impeded literacy reform efforts in their school. Acting together, the principal and the coach were able to communicate a common vision for literacy reform, which resulted in increased implementation of the reform framework in their schools.
In academic writing about disability, the impetus is typically used to subvert society's ableist structures and challenge misconceptions and misunderstanding around disability. However, due to the ...world-wide spread of COVID-19 and the restrictions put in place to reduce the virus's impact, such as asking people to wear masks in public places and the closing of universities and moving to entirely online learning, the author, who is deaf, found herself vulnerable and confronting a lack of access due to these measures. This reflexive paper will investigate how the pandemic and its effects forced the author to reconsider her ownership of her deafness. It will add to a growing body of autoethnographic disability research by contributing another facet to understandings around disability and self as they are actualized in the midst of the pandemic.
Combining autoethnography and disability studies in education, this article is an autoethnographic study of the different ways the author was positioned as abled and disabled by her institution's ...review board when reviewing her qualitative research proposal. The author talks back to the prevailing understandings of disability and conceptions of research that emerged as she interacted with the review board. Through the article, the author problematizes the ableism that surfaced and seeks to redefine what it means to be a qualitative researcher in spite of and because of her deafness. She ends by arguing for a more inclusive understanding of what it means to be a researcher and a call for review boards to broaden their understandings of research methodologies for those who do not identify as able-bodied.
An important characteristic of expert teaching is the ability to adapt instruction to meet learners' needs. One way this type of ownership of instruction happens is through teachers interactively ...constructing knowledge about pedagogical content with others. In this article, the authors looked at how a group of thirteen participants enrolled in an online literacy Master's program engaged in video-mediated discussions which resulted in varying degrees of instructional ownership. The participants were students in a class on word study, a differentiated approach to supporting students' phonics, spelling, and vocabulary development. Analyzing over 70 hours of video recordings, we traced teachers' discursive construction of ownership over word study for a semester, orienting to their sense-making processes as the construction of a personal stance toward word study through interaction with one another. Detailed analysis is used to examine patterned variability in ownership stances expressed by participants; these patterns are implicated in teachers' capacity to develop adaptive expertise through peer support.
Research has shown that individuals resettled as refugees are represented as passive victims who are dependent on government aid, and are often associated with trauma (MacDonald, 2015; Shapiro & ...MacDonald, 2017). This should not undermine the traumatic and difficult experiences that people resettled as refugees undergo, but a focus on such representations can present an incomplete portrayal of their experience. Thus, it becomes increasingly important to learn about how children resettled as refugees are portrayed in children's literature, as such representations can challenge or propagate deficit-oriented discourses. This study addresses this issue by focusing on Sudanese or South Sudanese children resettled as refugees. Framed within critical literacy theory to examine representations of children resettled as refugees in "The Good Braider" (Farish, 2012), "A Long Walk to Water" (Park, 2010), and "Home of the Brave" (Applegate, 2007), the research questions of this study are these: How are Sudanese/South Sudanese children resettled as refugees represented in contemporary children's literature for the middle grades? How do these representations vary (or not) across the contexts of the home country, the journey through countries of temporary resettlement, and resettlement in the United States?
Looking into two classrooms, this article examines students engaging in dialogue between the imaginative and critical while considering ideas about what it means to write nonfiction.
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