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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 21 1 Border inspections in a dual-language, second-grade classroom in the U.S. Midwest Lang, Maria Guadalupe. - 2019 BASE Show details 2 Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice Kiramba, Lydiah Kananu; Harris, Violet J. In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2018) BASE Show details 3 Communicative practices in a bi-/multilingual, rural, fourth grade classroom in Kenya Kiramba, Lydiah Kananu. - 2016 BASE Show details 4 Deepening pre-service teachers' understandings of race and ethnicity through intergroup dialogue Murray-Everett, Natasha Camille. - 2016 BASE Show details 5 Culturally relevant literacy practices: a case of a Brazilian emergent bilingual Felicio, Vivian Carla Andrade. - 2015 BASE Show details 6 "You don't speak correct English": Teacher knowledge about linguistic diversity/language acquisition and its role in pedagogy Lee, Alice Y. - 2015 Abstract: This dissertation is a qualitative multi-case study of in-service teachers Sara and Raniya and pre-service teacher Tiera (all pseudonyms), who varied in grade level and experience in teaching. The purpose of the study was to investigate teacher knowledge of linguistic diversity, particularly African American Language. This study is foregrounded by the language of all students and the ways teachers enact knowledge about this topic in their classrooms. Language is, after all, a foundation for all learning; academic content, assessment and instruction are conveyed via oral, written and/or literary language. If student academic profiles hinge on competency of the language used/accepted in the classroom, much attention must be prioritized to student language, teacher knowledge about student language, and the way these entities manifest in the classroom. My cases, then, are instantiations of the larger phenomenon I seek to explore: teacher knowledge about language diversity and its role in pedagogy. The three cases were situated in a small urban community, nearby a Midwest university, and were selected through a process of surveys and initial interviews. Observations of each teacher spanned two to three months, with an aim to document the role of teachers’ linguistic knowledge as it played out in curriculum, pedagogy, and student interaction. Data were analyzed through a process of open and selected thematic coding. In my journey to tease out what knowledge my participants had about this topic, and the meaning of such knowledge in their lives as teachers, I found that experiences did not fit “neatly” within categories. They, in fact, intersected, enhanced, and meshed into one another. Still, after loosely categorizing them, I questioned what experiences “counted” as sources for “real” knowledge. Particularly, what role do personal experiences play in knowledge construction? Attempts to trace the manifestation of their knowledge in the classroom were not as linear a process as I had anticipated either. It was in this process, however, that I began to consider not just what teachers know, but what counts as knowledge, and how they come to know at all. These new inquires helped me develop a theoretical frame that I propose in this dissertation and served as a significant finding in this project. This framing is a view of teachers as embodied toolkits, in which pedagogy is interpreted as a teacher’s lived work, and an enactment of one’s myriad life experiences. My approach dismantles traditional notions of a toolkit, where a text or resource is emphasized as the “expert” source of pedagogy, or in other cases, perceived as an appendage of strategies with which the teacher periodically consults. This approach helped me understand the role Sara’s academic, professional, and, especially, personal life experiences played in her development of a racially conscious curriculum that sought to build students’ racial identities and awareness. Interpreting Raniya as an embodied toolkit helped me see how her academic and professional experiences involving language acquisition were lived out in her classroom assessment and advocacy for culturally and linguistically diverse students among her staff. Tiera’s multi-faceted experiences, and particularly upbringing, played a role in shaping her teaching philosophy, and how those experiences were manifested in her practices regarding AAL, curriculum enhancement, and rapport with students. This view of teachers pushes back on current ideologies underpinning professional development, teacher education, mandated curriculum selection processes, and policies regarding teacher evaluation. Keyword: African American Language; linguistic diversity; pedagogy; teacher knowledge URL: http://hdl.handle.net/2142/88277 BASE Hide details 7 A phenomenon in the making: the Hizmet Movement, its philosophy on education, schools, and notions of bilingual education Incetas, Yusuf. - 2014 BASE Show details 8 Fragile bilinguals: rescaling "good" and "bad" South Korean bilinguals Choi, Lee Jin. - 2014 BASE Show details 9 Understanding teachers' use of formative assessment practices during literacy Geoghegan, Cristin. - 2014 BASE Show details 10 The democratic vision of teaching literature: preschool bilingual children's reading of literature with social justice Kim, So Jung. - 2013 BASE Show details 11 Fragile civility: an evangelical American school meets Korean educational sojourners in neoliberal time Park, Hye-Young. - 2013 BASE Show details 12 The nested contexts of language use and literacy learning in a South African fourth grade class: understanding the dynamics of language and literacy practices Mkhize, Dumisile. - 2013 BASE Show details 13 Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy Byfield, Lavern. - 2012 BASE Show details 14 Rewriting writing: classrooms as the construction site for literacy between teachers, students, and the curriculum Yoon, Haeny. - 2012 BASE Show details 15 Stories of the intersection: Indonesian "street children" negotiating narratives at the intersection of society, childhood, and work Dewayani, Sophie. - 2011 BASE Show details 16 Profiles and Perspectives - In Praise of a Scholarly Force: Rudine Sims Bishop Harris, Violet J In: Language arts. - Urbana, Ill. : Council 85 (2007) 2, 153-159 OLC Linguistik Show details 17 Multicultural issues in literacy research and practice Willis, Arlette Ingram (Hrsg.); García, Georgia Earnest (Hrsg.); Harris, Violet J. (Hrsg.) In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 30 (1998) 2, 181-319 BLLDB Show details 18 Introduction: Appropriating and Creating Space for Difference in Literacy Research García, Georgia Earnest; Willis, Arlette Ingram; Harris, Violet J. In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 30 (1998) 2, 181-204 OLC Linguistik Show details 19 Revisiting the first-grade studies : the importance of literacy history Graves, Michael F. (Mitarb.); Dykstra, Robert (Mitarb.); Bond, Guy L. (Mitarb.)... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 32 (1997) 4, 340-445 BLLDB Show details 20 A Communication Class: A Place Where Things Happen Kleemann, Linda Lou. - 1997 BASE Show details Page: 1 2

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