bluuebunny/crossref_metadata_2025 huggingface dataset:
Formação continuada de professores e mensuração educacional:
Authors: Mayer Luana
Published: March 2024

O objetivo deste artigo é analisar como a mensuração educacional de um sistema de ensino bilíngue afeta a formação continuada de professores bilíngues com base em eventos do meu cotidiano de trabalho enquanto formadora de professores, atuando em escolas privadas no interior do estado de São Paulo, vinculada a um sistema de ensino, em um  contexto chamado “bilíngue de elite” (CAVALCANTI, 1999). A discussão, recorte de uma pesquisa autoetnográfica (ADAMS, HOLMAN JONES & ELLIS, 2022) de doutorado, parte de registros em diário de campo e eventos relacionados à mensuração educacional do sistema de ensino que deram corpo à análise. Como dispositivo teórico-analítico, os preceitos autoetnográficos de Chang (2016) foram observados, bem como o conceito de boa educação (BIESTA, 2012), inovação e constelação de práticas sociais inter-relacionadas (SIGNORINI, 2007). Os resultados indicam que os sistemas de ensino bilíngue se expandem baseados no discurso de que “não se aprende a falar inglês na escola” e, nesse compasso, na ideia de que “os professores não sabem dar aulas”. Ainda, a mensuração educacional no sistema de educação bilíngue valoriza dados que medem o que é possível medir, e não o que é desejável em termos de boa educação. Assim, a existência de sistemas bilíngues de ensino e também a orientação a partir da mensuração educacional que os sistemas realizam esvazia o potencial caráter crítico da formação continuada de professores bilíngues, e se torna um espaço de confronto entre as expectativas de diferentes agentes institucionais envolvidos nessa estrutura.
Reflections on plurilingualism and language education in the Brazilian Context
Authors: Vaz Ferreira Mergenfel , Stanke Roberta Cristina Sol Fernandes
Published: March 2024

The publication of the new Common National Curricular Base on December 22, 2017, stimulated several discussions within academia in the area of language education in additional languages regarding the change of the component "Modern Foreign Languages" in the Law of Directives and Bases of Education (LDB, 1996), which allowed states and cities to choose the additional language according to their specific contexts, to the curricular component "English Language" as the only additional language of compulsory teaching in Basic Education. Such discussions, in turn, encourage national movements such as Fica Espanhol (Stay Spanish) and Moveplu (Movement in Support of Multilingual Education). At the same time, we see the emergence and expansion of initiatives such as the bilingual schools project from the Municipal Department of Education of Rio de Janeiro, offering the teaching of English, Spanish, French, and German in public schools in the city. Still, in favour of multilingualism, we also have 51 cities across the country that have achieved the co-officialization of several indigenous languages, in addition to German and Italian as immigration languages. Considering all the factors above, this article discusses ways for a linguistic education that may promote the maintenance and development of plurilingualism in Brazil. To this end, the text revisits the literature on multilingualism and language education in the country, bringing to discussion the concept of intercultural language education and the proposal implemented in Rio de Janeiro, with a more specific focus on the teaching-learning of German in municipal bilingual schools.
Políticas educacionais, relações interculturais e práticas de letramento:
Authors: Flister Catarina Valle e , Cavalcante Sandra M. S.
Published: March 2024

Este artigo, comprometido com a produção de conhecimento científico que coopere para a compreensão dos profundos desafios impostos pela crise internacional das migrações, no mundo contemporâneo, tem por objetivos descrever experiências e projetos educacionais comprometidos com o acolhimento de indígenas da etnia Warao, no Brasil, e problematizar aspectos constitutivos dessa experiência. Entre esses aspectos, destacamos parâmetros que fundamentam a compreensão: i) do fenômeno da migração no contexto sul global; ii) de políticas educacionais indigenistas, adotadas no Brasil atual; iii) das possibilidades e limitações do processo escolarização, alfabetização e letramento de indígenas Warao no contexto brasileiro. Para o cumprimento desses objetivos, apresentamos, em uma perspectiva histórico-social, aspectos originários constitutivos da cultura Warao, de forma a problematizar, criticamente, a (in)compreensão do reconhecimento de abordagens pedagógicas que (des)respeitam necessárias relações interculturais dentro e fora dos limites da escola.
Religiosität in der Offenen Kinder- und Jugendarbeit
Authors: Brandenberg Elias
Published: March 2024

Ausgehend davon, dass ein Teil der Offenen Kinder- und Jugendarbeit in der Schweiz von kirchlichen Institutionen getragen wird und die Reproduktion von Einstellungen in der Arbeit mit Jugendlichen eine wichtige Rolle spielt, untersucht der Artikel anhand einer quantitativen Befragung den Einfluss der Religiosität von Jugendarbeiter:innen auf ihre Einstellungen zu gesellschaftlicher Diversität. Die Ergebnisse zeigen einen negativen Effekt auf und unterstreichen die Notwendigkeit einer professionellen Reflexion von Religiosität und persönlichen Einstellungen.
A Case Report on Pneumocephalus That Occurred Following an Epidural Ozone Injection During Percutaneous Lumbar Disc Decompression Surgery
Authors: Hemati Karim , Hemati Parnian , Rahimi Ghasabeh Saeid , Dikafraz Shokooh Gholam Ali
Published: March 2024

: Spinal decompression is a common procedure in spinal, neurosurgery, and orthopedic surgery. While there are a number of known complications associated with it, pneumocephalus (air in the brain) is generally not a recognized complication postoperatively. However, in rare cases, it can occur as a result of spinal decompression surgery. We describe a case of a 54-year-old female patient who developed pneumocephalus following percutaneous lumbar disc decompression surgery of the lumbar spine. The patient presented to the emergency department 3 hours after discharge with severe restlessness, cognitive impairment, nausea, vomiting, and lack of balance. During symptomatic treatment in the emergency department and 1 hour after taking oxygen, the patient’s vital signs improved. Before discharge, a computed tomography (CT) scan was taken again, which showed the disappearance of radiological symptoms. The patient was discharged 12 hours after hospitalization with suitable clinical conditions. Obtaining urgent imaging tests (magnetic resonance imaging [MRI] or CT) at the cranial and spinal levels, along with an electroencephalogram, allows us to diagnose the problem and determine the appropriate course of treatment, whether pharmacological or surgical.
The Association Between QTc-Interval and Blood Glucose with Plasma Acetylcholinesterase in Organophosphate (OP)-Poisoned Patients
Authors: ZaareNahandi Maryam , Ostadi Ali , khodayari Mahdi , Azimi Amin , Banagozar Mohammadi Ahad , Ghaffari Alireza , Banagozar Mohammadi Ali
Published: March 2024

Background: Organophosphate (OP) poisoning ranks among the leading causes of poisoning, morbidity, and mortality in developing countries due to its relatively high prevalence and potentially grave outcomes. Consequently, it is crucial to identify an easily accessible and cost-effective marker that can be utilized across healthcare facilities. Objectives: This study aimed to explore the relationship between the QTc interval and blood glucose levels with serum cholinesterase levels in patients poisoned by organophosphates. Methods: The sample consisted of all patients admitted with OP poisoning to a Northwest Poisoning Center in Iran during 2016 and 2017. Diagnosis of OP poisoning was confirmed through patient history, physical examination, or the measurement of acetylcholinesterase levels. Data collected were analyzed using SPSS software version 25. Results: Out of 238 patients, 104 remained after applying exclusion criteria and were included in the study. The mean age of these patients was 30.81 ± 15.04 years. A statistically significant negative correlation was found between average blood glucose and serum cholinesterase levels (P = 0.046, Pearson Correlation = -0.196). Furthermore, patients with abnormal QTc intervals exhibited significantly lower serum cholinesterase levels (P < 0.001). Conclusions: The findings indicate a significant association between QTc intervals and blood glucose levels with serum cholinesterase levels. Serum cholinesterase levels decreased with an increase in QTc intervals and blood glucose levels. Specifically, patients with a QTc interval greater than 440 milliseconds or random blood glucose levels above 200 milligrams per deciliter showed significantly lower serum cholinesterase levels.
Impulsores del cambio en los sistemas educativos
Authors:   Centro Nacional de Planeamiento Estratégico, Ataucusi Ataucusi Yiem , Vilchez Astucur Jordy ,   Centro Nacional de Planeamiento Estratégico, Raico Arce Victor Manuel ,   Centro Nacional de Planeamiento Estratégico, Stehli Torrecilla Hans ,   Centro Nacional de Planeamiento Estratégico, Estrada Ramos Milagros ,   Centro Nacional de Planeamiento Estratégico
Published: March 2024

Education is a fundamental element for the progress of society and currenteducational systems have been influenced by multiple factors. This article describes two trends that have emerged in recent years and are driving changes in the educational system, such as the incorporation of technology in education and the development of new educational models and methodologies. At the same time, it poses a challenge for the education sector, which is to provide people with new skills for employment, entrepreneurship,and life in a future context of continuous and rapid change.
Perspectiva y proyecciones de desarrollo en la Región de Moquegua, mediante el empleo de las regalías mineras y manejo de conflictos sociales
Authors:   Centro de Altos Estudios Nacionales- Escuela de Posgrado, Flores Gonzales Carlos Jesús , Florez Pretell Luis Ángel , Huarajo Casaverde Edgar , Atalaya Juscamaita Amilton , Iglesias Quilca Óscar Edwin , Aguirre Soto Alberto , Ayquipa Alfaro Gustavo , Rodríguez Salgado César Alberto , Alvarado Mondoñedo Juan Carlos , Carrasco Cabrejos María de los Milagros , Mocarro Pasco Robins Eduardo
Published: March 2024

It seeks to analyze the problems that exist between the perspective, projections and development in the Moquegua region, as well as the use of mining royalties and the management of social conflicts. There is a conceptual model design where four general components that represent the sector and/or field of mining activity are considered: economic sustainability, environmental sustainability and social sustainability. These three pillars are generally based on Sustainable Development. While the fourth component is a Sectoral Governance, which responds to a need for public management, mainly in the capacity to achieve institutional strengthening, in order to meet the various needs of the current generation and future generations, from the Respect for the rule of law and the Constitution.The regional and local authorities were born from the anti-mining protests;however, currently and being in power, they are witnesses of the amount of money that their region has as a result of the mining canon, now they have a double discourse; one for his supporters and another formining and government companies. Particular interests are perceived, adorned with acts of corruption that do nothing but prevent the exponential momentum that Moquegua should have with megaprojects that would generate greater well-being and development inits population. It is important to review, increase and modify the minimum requirements that candidates representing political parties must meet, who will be in charge of leading the Regional Government and Local Governments, with the purpose of having leaders with expertise (knowledge and experience ) proven in public management, and they do not get to learn on the job, since it causes paralysis and leads to a lack of development throughout the Region.
Sistema de Seguridad Cibernética Nacional frente a los ciberataques como amenaza a la seguridad nacional
Authors:   Fuerza Aérea del Perú, Taipe Domínguez Daniel Iván
Published: March 2024

The objective of the investigation was to analyze the National Cyber Security System against Cyber attacks as a threat to National Security; Of course, the study is intended to generate contributions that contribute to the solution of the problem presented; Regarding the methodology used, it can be noted that it has been descriptive, non-experimental descriptive correlational design, as results it is appreciated that it is necessary to seek to develop the strengthening of education, training and development of professional training lines of Cybersecurity specialists, in addition, awareness of cybersecurity should be established in all phases of the academic and professional training of the citizen.
Impacto de la minería y tala ilegal en el desarrollo y la Seguridad Nacional
Authors:   Universidad San Martin de Porres, Anto Rubio María del Pilar
Published: March 2024

The study allows an immersion within the scientific research process in that it presents a qualitative approach by achieving the construction of knowledge based on the rigor of the lines of analysis represent both illegal logging and mining for proper social development and the implementation of national security policies, as pollution rates and areas have increased in recent years pollution rates and areas of ecosystem alteration have increased in recent years, areas where these practices are conducted outside the law. So the main objective is to identify the effects of both illegal activities for the articulation of strategies to counter the damage caused in the environment, but especially on the most vulnerable populations.In this context, a call is made to the integral consciousness of these illicit operators, whose actions deser-ve to be punished rigorously. A way to deal with these activities consists on the dissemination of intellectual activities, through generating the visibility of the high impact of scientific products. The research is the result of a systematic search of bibliographic references, globally recognized indexed journals during the periods 2017, 2018, 2019, within the framework of the policy of dissemination and research on operations outside the law of these harmful and dangerous practices, with the aim of disseminating intellectual creation, teaching and research production, scientific knowledge and strategic thinking.This theme is part of a situation so complex that manifests itself through various economic, ecological and environmental phenomena for the sustainability of the plant and the Peruvian territory that deserve to be addressed from a methodological and scientific perspective.KEYWORDS: ILLEGAL MINING, LOGGING, POLLUTION, STRATEGY, SOCIAL CONFLICTS.IntroducciónUno de los principales problemas de países amazónicos está relacionado con la minería ilegal y la tala indiscriminada. El corazón de la Amazonía peruana está amenazado por el aumento de la minería informal del oro. De acuerdo al documental de la Televisión Central de China (CCTV, 2016), entre el 15 y 22% del metal dorado que exporta Perú proviene de la minería ilegal, el 2014 según cifras del gobierno peruano se vendieron unas 120 toneladas de oro ilegal, valorada en unos tres mil millones de dólares americanos. Por otro lado, el último informe del Ministerio del Ambiente (2018), indica que la Amazonia ha perdido en lo que va del año.
Identifikasi Kesulitan Guru dalam Pengelolaan Kelas di SMK Ihyaul Ulum Dukun Gresik
Authors: M Reihan Hardisyah P  , Nur Maulidah Umi F  , Abdullah Zaini
Published: March 2024

Penelitian ini bertujuan untuk mengetahui tentang kesulitan guru dalam mengelola kelas  beserta  faktor  penyebab  dan juga  solusi  yang  bisa  dilakukan  untuk  mengatasi kesulitan dalam pengelolaan kelas di SMK Ihyaul Ulum Gresik. Dalam penelitian ini penulis memilih metode penelitian deskriptif kualitatif. Subjek dalam penelitian kali ini adalah seorang guru di SMK Ihyaul Ulum Gresik. Teknik pengumpulan data menggunakan teknik wawancara terstruktur dan dokumentasi. Dalam penelitian ini menggunakan teknik analisis data dari Miles dan Huberman untuk analis data seperti reduksi, penyajian dan penarikan kesimpulan data. Dari hasil penelitian diperoleh informasi tentang kesulitan seorang guru dalam menjalankan pengelolaan kelas seperti kesulitan dalam mengatur disiplin siswa, kesulitan mengatur tingkah laku murid, dan kesulitan mengatur sumber dan metode pengajaran. Faktor yang  mempengaruhi kesulitan guru dalam mengelola kelas seperti faktor murid, faktor guru dan fasilitas sekolah itu sendiri. Solusi yang bisa diambil untuk mengatasi permasalahan tersebut adalah dengan memperbaiki metode pengajaran, memberi pendekatan dan juga bimbingan, memilih dan memodifikasi metode serta bahan ajar yang tepat, yang terakhir mengadakan diskusi untuk evaluasi dengan pengajar lain dan juga pimpinan atau kepala sekolah.
Modernity and Empire: A Modest Analysis of Early Colonial Writing Practices
Authors: Jeyaraj Joseph
Published: March 2024

During colonial times, various British Indian educational institutions and practices, including writing pedagogies at these institutions, introduced modernity to British India. This essay explains the manner in which some students internalized modernity and in their writings used modernist beliefs and premises to critique some precolonial Indian discourses.
Online Placement in First-Year Writing
Authors: Peckham Irvin
Published: March 2024

This essay describes Louisiana State University’s search for an alternative to available placement protocols. Under the leadership of Les Perelman at MIT, LSU collaborated with four universities to develop iMOAT, a program for administering online assessments of student writing. This essay focuses on LSU’s On-line Challenge, which developed from the iMOAT project. The On-line Challenge combines direct and indirect writing assessments with student choice while freeing students from the constraints of time and place to invite new possibilities for assessing writing.
2008 Exemplar Award Remarks
Authors: Bizzell Patricia
Published: March 2024

Following are the remarks presented by Patricia Bizzell at the 2008 CCCC on having received the Exemplar Award.
Responses:Response to “‘Mistakes Are a Fact of Life’: A National Comparative Study” by Andrea A. Lunsford and Karen J.Lunsford
Authors: Lunsford Andrea A. , Lunsford Karen J.
Published: March 2024

Tracy Santa and Harvey Wiener have each written a commentary on Andrea A. Lunsford and Karen J. Lunsford’s article Mistakes Are a Fact of Life: A National Comparative Study, which appeared in the June 2008 issue of CCC.
A Unilateral Grading Contract to Improve Learning and Teaching
Authors: Danielewicz Jane , Elbow Peter
Published: March 2024

Contract grading has achieved some prominence in our field as a practice associated with critical pedagogy. In this context we describe a hybrid grading contract where students earn a course grade of B based not on our evaluation of their writing quality but solely on their completion of the specified activities. The contract lists activities we’ve found most reliable in producing B-quality writing over fourteen weeks. Higher grades are awarded to students who produce exemplary portfolios. Thus we freely give students lots of evaluative feedback on their writing, but students can count on a course grade of B if they do all the required activities—no matter our feedback. Our goal in using contracts is to enable teachers and students to give as much attention as possible to writing and as little as possible to grades.
Literacy Crisis and Color-Blindness: The Problematic Racial Dynamics of Mid-1970s Language and Literacy Instruction for “High-Risk” Minority Students
Authors: Lamos Steve
Published: March 2024

This article argues that mid-1970s discourses of literacy crisis prompted a problematic shift toward color-blind ideologies of language and literacy within both disciplinary and institutional discussions of writing instruction for “high-risk” minority students. It further argues that this shift has continuing import for contemporary antiracist writing instruction.
The Licensing of the Poetic in Nineteenth-Century Composition-Rhetoric Textbooks
Authors: Peary Alexandria
Published: March 2024

This historical exploration tracks changes in rules concerning figurative language in nineteenth-century composition-rhetoric textbooks. The century’s lessening of millennium-long restriction of the poetic allowed not only creative writing into academia but composition as well, as composition at its beginning was intertwined with creative writing. In order to advance as a discipline, creative writing needs to investigate its history in addition to developing its theory and practice. Understanding the initial but largely overlooked union of creative writing and composition can help reconfigure English studies.
”Eve Did No Wrong”: Effective Literacy at a Public College for Women
Authors: Gold David
Published: March 2024

In this article, I test claims made about rhetorical education for women in the late nineteenth and early twentieth centuries by examining Florida State College for Women (FSCW), one of eight public women’s colleges in the South. I recover the voices of instructors and students by looking both at the interweaving strands of literature, journalism, and speech instruction in the English curriculum and how students publicly represented themselves through writing. I argue that the rhetorical environment at FSCW created a robust climate of expression for students that complicates our understanding of the development of women’s education in speaking and writing.
“You Fail”: Plagiarism, the Ownership of Writing, and Transnational Conflicts
Authors: Lyon Arabella
Published: March 2024

Responding to cultural concerns about the ownership of writing and the nature of plagiarism, this article examines discourses about plagiarism by ESL students and argues for a plurality of approaches to understanding the ownership of language and textual appropriation. First, it uses speech act theory to explain the dynamics of plagiarism; second, it examines transnational political contexts for writing pedagogy; and third, it offers a Daoist understanding of language.
Writing Assignments Across the Curriculum: A National Study of College Writing
Authors: Melzer Dan
Published: March 2024

In this essay I present the results of a national study of over 2,000 writing assignments from college courses across disciplines. Drawing on James Britton’s multidimensional discourse taxonomy and recent work in genre studies, I analyze the rhetorical features and genres of the assignments and consider the significance of my findings through the multiple lenses of writing-to-learn and writing-in-the-disciplines perspectives. Although my findings indicate limited purposes, audiences, and genres for the majority of the assignments, instructors teaching courses explicitly connected to a Writing Across the Curriculum program or initiative assigned the most writing in the most complex rhetorical situations and the most varied disciplinary genres.
Rediscovering the “Back-and-Forthness” of Rhetoric in the Age of YouTube
Authors: Jackson Brian , Wallin Jon
Published: March 2024

Web 2.0 applications such as YouTube have made it likely that students participate in online back-and-forth exchanges that influence their rhetorical literacy. Because of the back-and-forth nature of online communities, we turn to the procedural, critical, and progressive qualities of dialectic as a means of accounting for what makes public deliberation effective and how we can teach students to deliberate.
Interchanges: Solidarity Forever: Why TA Unions Are Good for Writing Programs
Authors: Bernard-Donals Michael
Published: March 2024

The author suggests three ways in which unions-and cantracts-are good for writing programs.
Working Rhetoric and Composition
Authors: Horner Bruce , Lu Min-Zhan
Published: March 2024

Given the multiple meanings of rhetoric and composition, as well as the vexed history of institutional relationships between these two terms, it is important for scholars to trace how they are “worked”—that is, how they materially function—in a variety of specific circumstances.
Gateways to Writing Logical Arguments
Authors: McCann Thomas M.
Published: March 2024

Using real-world problem scenarios, teachers can engage and enhance the reasoning skills students already bring to English class.
Motivating Students’ Research Skills and Interests through a Multimodal, Multigenre Research Project
Authors: Bailey Nancy M. , Carroll Kristen M.
Published: March 2024

Students’ lives and interests can inspire greater depth and creativity in their research. The authors provide details from real classrooms and a wide assortment of teaching strategies.
EJ in Focus: How to Create Nonreaders: Reflections on Motivation, Learning, and Sharing Power
Authors: Kohn Alfie
Published: March 2024

The well-known author and critic offers seven easy ways to kill student motivation, followed by concrete suggestions to ensure that you don’t employ them in your classroom.
Motivating Students to Read with Collaborative Reading Quizzes
Authors: Quinn Timothy , Eckerson Todd
Published: March 2024

Are you bored by low-level, time-consuming traditional reading quizzes?
“I See What You Mean”: Using Visuals to Teach Metaphoric Thinking in Reading and Writing
Authors: Gorman Rebecca , Eastman Gloria Schultz
Published: March 2024

The authors demonstrate how engaging visually attuned students in close examination of fine art can improve students’ close reading skills, too.
Parenting a Child with Special Needs: A Teacher’s Journey toward Discovery about Disability and Identity
Authors: Messer Cynthia
Published: March 2024

Here are some general “rules” for teaching and two writing activities: one an authentic research project and one a creative project.
Speaking My Mind: The Cla$$room
Authors: Russell Richard A.
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
EJ in Focus: Tucking the Pigeons up Your Sleeve: Ten Personae Teach One Nonfiction Course
Authors: Sunstein Bonnie S.
Published: March 2024

Bonnie Sunstein holds a joint appointment as professor of English and of education at the University of Iowa. She teaches English education, nonfiction writing, research methods, and American folklore, and she serves as both director of undergraduate writing in English and program chair of English education. Before coming to Iowa in 1992, she taught in public secondary schools and colleges throughout New England, and she continues to teach in local, national, and international institutes. She wrote Composing a Culture: Inside a Summer Writing Program with High School Teachers (Boynton/Cook, 1994). With Elizabeth Chiseri-Strater, she authored What Works: A Practical Guide for Teacher Research (Heinemann, 2006) and Field-Working: Reading and Writing Research (Bedford), soon to be in its fourth edition. Bonnie has edited three books on portfolios. Her chapters, articles, and poems appear regularly in professional journals and anthologies. She’s been an active member of NCTE since 1966, most recently serving on its Task Force for the National Day on Writing and the Steering Committee for the Norman Mailer Writing Awards.
From Hitler to Hurricanes, Vietnam to Virginia Tech: Using Historical Nonfiction to Teach Rhetorical Context
Authors: Beckelhimer Lisa
Published: March 2024

Reading about real lives in real contexts can help students understand how nonfiction texts inform the future.
The Ties That Bind: Emergent Literacy and Scientific Inquiry
Authors: Whitin Phyllis
Published: March 2024

This study describes one kindergarten classroom in which informational books and other nonfiction resources were used in the context of a long-term scientific study. Children became proficient in locating information and interpreting content-specific textual features in the process of making sense of their scientific observations and sharing them in a collaborative community. In turn, they expressed their growing knowledge through informational writing and visual representations. The evolving social dynamics of the classroom played a key role in the children’s learning.
Research Directions: ”The White-ification of the Hood’: Power, Politics, and Youth Performing Narratives of Community
Authors: Kinloch Valerie
Published: March 2024

This study describes how an African American teenager documents the gentrifying urban landscape of New York City’s Harlem, critiques the increasing presence of whiteness in the area, and makes connections between his urban community and the rural community of a 6th grader by performing narratives of place.
Literacy Education, Equity, and Attitude
Authors: Leland Christine H , Harste Jerome C , Shockley Caroline J
Published: March 2024

The word “attitude” has different meanings. While some educators wish their students had less attitude, others are looking for ways to help students develop the kind of questioning, critical attitude that will allow them to interrogate and rethink what they already know or take for granted. This article describes a teacher education program that was consciously designed to help future teachers develop the kind of attitude that would allow them to see both literacy and teaching through a new lens. A case study approach follows one student through this program and into her own urban classroom. Data sources include pieces from the student’s journal, instructor responses, and conversations among the instructors and the former student four years later.
FOCUS ON POLICY: The Power of Words: Top-Down Mandates Masquerade as Social Justice Reforms
Authors: Christensen Linda
Published: March 2024

The author explores the appropriation of social justice language and metaphors for top-down mandates that disenfranchise students and teachers. Arguing against ideas that equate “equity” with “standardization,” the author reflects on the ways that these top-down programs impede authentic writing instruction. She urges teachers to decode the rhetoric and talk back to school districts that speak of equity and social justice, but treat educators like robotic hands that deliver education programs designed and shipped from sites outside of classrooms.
PROFILES AND PERSPECTIVES: In Praise of a Scholarly Force: Rudine Sims Bishop
Authors: Harris Violet J.
Published: March 2024

The author pays tribute to her mentor, comrade in ideas, and friend, who has also been selected as the 2007 NCTE Outstanding Educator in the English Language Arts: Rudine Sims Bishop. The author highlights Sims Bishop’s accomplishments in writing and teaching, especially her metaphor of the window and the mirror which became a rallying cry of sorts among academics, librarians, critics, scholars, and reviewers who advocated for the inclusion of “multicultural literature.”
The Representation of Authors and Illustrators of Color in School-Based Book Clubs
Authors: McNair Jonda C
Published: March 2024

The purpose of this study was to examine Firefly (Preschool) and Seesaw (Kâ€“1) Scholastic book club order forms for a period of one year”from September of 2004 through June of 2005”in order to determine which authors and illustrators of children’s literature, particularly those of color, were routinely included and excluded. This study was undergirded by the theory of the selective tradition and the work of children’s literature experts who advocate for the inclusion of books written by people of color. The results indicated that books written and illustrated by European Americans dominated both book clubs to an extreme degree while books written and illustrated by people of color were often excluded. For example, this study found that no books written or illustrated by Native American were made available for purchase during this one-year period.
Research Directions: Book Challenges, Challenging Books, and Young Readers: The Research Picture
Authors: Jenkins Christine A
Published: March 2024

Jenkins takes a broad look at censorship, including its history; the organizations, tactics, and goals supporting both sides of the issue; research on what factors lead people to complain about a book and how reading affects readers; resources available to those fighting censorship; and what levels of complaint and action a given case may need to work through. Ultimately, she asks, “Is it possible to “censor-proof’ a library or school?”
Profiles and Perspectives: Learning about Literacies through Descriptive Inquiry at the Cypress Hills Community School
Authors: Ascenzi-Moreno Laura , Espinosa Cecilia , Ferhold Sarah , Loeb Michael , Lugo-Salcedo Berky , Traugh Cecelia
Published: March 2024

In this article, we present how work through a collaborative descriptive inquiry group broadened our understanding of bilingual children’s literacy as well as the literacy practices we fashion in order to support their development.
Children’s Literature Review: Books That Focus on Learning and Teaching
Authors: Price-Dennis Detra , Schneider Chad , Smith Jamilla , Son Eun Hye , Z. Kiefer Barbara
Published: March 2024

Reading books that highlight teaching and learning in a variety of contexts provide opportunities for self reflection and community dialogue. They uphold or serve as the foundation for conversations and responses to stories that engage us and enrich our imagination.
Literacy Inquiry and Pedagogy through a Photographic Lens
Authors: Cappello Marva , Hollingsworth Sandra
Published: March 2024

This paper explores the potential of photography for teaching, learning, and studying literacy in elementary school classrooms. We examine the ways shifting between communication systems (photography, oral language and writing) impacts students’ ability to problem solve and create rich texts. Specifically, we explore the roles photography plays in mediating and representing meaning. We found that photography can be used as an effective tool for inquiry in education â€“ and for the pedagogy of writing instruction.
Research Directions: Revisiting cognitive strategy instruction in culturally and linguistically diverse classrooms: Cautions and Possibilities
Authors: Handsfield Lara J. , JimÃ©nez Robert T.
Published: March 2024

In this paper, the authors raise concerns regarding the use of cognitive strategy instruction (CSI) in culturally and linguistically diverse (CLD) classrooms. The authors recognize the potential benefits afforded by CSI. At the same time, they argue that counter to the intentions of those who have developed CSI, it may be implemented in ways that exacerbate current standardizing and skills-based instructional trends in literacy instruction.
Autobiographical Snapshots: Constructing Self in Letras y Arte
Authors: Armon Joan , Ortega Tony
Published: March 2024

Letras y Arte: Literacy and Art, is a summer course that pairs college students and children from a Latino neighborhood for literacy and art learning. Started five years ago, Letras y Arte provides opportunities in four areas: literacy opportunities that foster distinctive identities and voice; immersion in a broad view of literacy that includes visual arts; reciprocal mentoring in which college students teach and learn from the children.
Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making
Authors: Pappas Christine C. , Varelas Maria , Gill Sharon , Ortiz Ibett , Keblawe-Shamah Neveen
Published: March 2024

This article presents a review of the authors’ long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public Schools.
Writing a Relationship: Home–School Journals
Authors: Kay Amy M. , Neher Andrea , Lush Lindsey Hall
Published: March 2024

Three elementary teachers share how they engaged in active listening with the families of children in their classrooms by using home—school journals. Their use spans pre-Kindergarten to fifth grade, and the techniques and responses by each teacher vary based on need and intended purpose. The authors share explanations of process, findings, and implications of using dialogue journals as related to relationships with families and student learning. Taking ideas from Davis Yang’s (2005) Parents and Teachers Working Together and Shockley, Michalove, Allen’s (1995) Engaging Families: Connecting Home and School Literacy Communities, these three educators adapted the use of home—school journals to meet the needs of students in their classrooms and their families. Freire serves as a foundational underpinning across the teachers’ pedagogical beliefs and actions within the classroom walls and beyond as all of the teachers express a strong belief in the benefits of meaningful home—school relationships and the positive effects of ongoing dialogue. As this is intended to be an authentic account, not a panacea or “one size fits all” suggestion for involving families, the authors identify challenges faced in the implementation of dialogue journals and share openly about their experiences.
Artisan with Words: Transnational Funds of Knowledge in a Bilingual Latina’s Narratives
Authors: Cuero Kimberley K.
Published: March 2024

Jeniffer, a self-proclaimed “schoolgirl” who was a bilingual Mexican American fifth-grade student, lacked confidence in her abilities in reading and language arts. However, her dialogue journal correspondence with her teacher in her native language of Spanish describing her transnational experiences demonstrated vivid, descriptive writing with artisan-like qualities that mirrored the gifts of her father (a carpenter). In this qualitative case study, Jeniffer’s journal entries are highlighted and demonstrate her metacognitive strategies and strong voice. Implications point to the importance of validating and including students’ language(s), experiences, and funds of knowledge into their literacy engagements in school.
Profiles and Perspectives: Keeping It Real: How Realistic Does Realistic Fiction for Children Need to Be?
Authors: O’Connor Barbara
Published: March 2024

O’Connor, an author of realistic fiction for children, shares her attempts to strike a balance between carefree, uncensored, authentic, realistic writing and age-appropriate writing. Of course, complicating that balancing act is the fact that what seems age-appropriate to her might not seem so to everyone. O’Connor suggests that while it may be easy to romanticize the idea of being so immersed in writing that you wouldn’t even think about setting limits, there comes a time when authors must step back and examine their work with a discerning eye, asking, “Is this too real for my intended audience?” She explores this question through examinations of five story elements: dialogue, character, family relationships, economic class, and endings.
Professional Book Reviews: Read to Lead: Resources That Help Teachers Enhance Literacy Leadership
Authors: Turner Jennifer , Hoeltzel Chrystine , Li Jiahang
Published: March 2024

Working from the belief that teachers enhance their capacity for literacy leadership by keeping their own professional knowledge current, the authors acknowledge the important role of professional reading, reflection, and learning in transforming their pedagogy (McAndrew, 2005). Because classroom teachers must “read to lead,” we highlight three professional resources in this column that may be useful to teachers who are striving to work as literacy leaders within their own classrooms and schools. Resources reviewed include Boushey and Moser’s The CAFÃ‰ Book: Engaging All Students in Daily Literacy Assessment and Instruction, Miller’s The Book Whisperer: Awakening the Inner Reader in Every Child, and Taffe and Gwinn’s Integrating Literacy and Technology: Effective Practice for Grades K–6.
In Closing … On Schooling and Fabricated Cats
Authors: Dredger Katie Shepherd
Published: March 2024

Sending her daughter to kindergarten motivates this educator to pen a short essay on the value of schooling and the tensions that are created between the group and the individual.Â  Musing on the writings of some of the great and often controversial curriculum theorists, Dredger questions even her own beliefs.Â  She concludes with the hope that her daughter, just one representative of all school children, will manage to thrive in a world of conflicting expectations and awesome possibilities.
Accelerating Reading Inequities in the Early Years
Authors: Souto-Manning Mariana
Published: March 2024

Souto-Manning shares her journey as a second-grade teacher-researcher, offering insights into the relationship between a reading program that is (over)determined by scores, multiple-choice questions, and book levels, and the ways children, parents, and teachers worked together to maintain their commitment to a more equitable community of learners. She explains how participants found wiggle room within the constraints of Accelerated Reader, a program that commodified and (over)simplified early literacy, and how they negotiated ways to foster meaningful early literacy practices while challenging social, cultural, racial, and political discourses that often separate children as friends and readers.
Digital, Hybrid, Multilingual Literacy Practices in Early Childhood
Authors: Razfar Aria , Yang Eunah
Published: March 2024

This article examines sociocultural research on early literacy development in the digital age. The last decade has witnessed a proliferation of informational technology that has fundamentally shifted how we think about language and literacy in the early childhood years. Despite these trends, narrow and reductive views of literacy continue to dominate federal policy and local pedagogy. Building on previous work regarding sociocultural influence on early literacy, this paper synthesizes lessons learned from the latest empirical work conducted using sociocultural approaches to language, learning, and human development. Analysis reveals three significant and interrelated foci: 1) the use of electronic and digital media as mediational tools, 2) the use of hybrid languages and mediational tools, and 3) the use of multiple languages, literacies, and discourses, especially of immigrant and nondominant communities. These ethnographic studies help us better understand the complexities of young children and adults making meaning in a digital and hybrid literacy world. The authors conclude with practical guidelines for educators, family members, and other adults involved in early literacy development.
Violent Red, Ogre Green, and Delicious White: Expanding Meaning Potential through Media
Authors: Leigh S. Rebecca
Published: March 2024

This article reports on the meaning potential of daily access to drawing/writing media for widening and deepening meaning construction. In a yearlong study in a second grade classroom, the author worked with a second-year teacher to see what would happen when art and language were encouraged ways of knowing in which children could construct meaning. The power of media was an unexpected finding in the study. This paper explores and examines how different drawing/writing media â€“ marker, crayon, pencil, color pencil, pen, pastel, and paint - influences what children think about and how they construct meaning through pictures and words as a result. Analysis of students’ drawn and written responses, audio taped talk in four different structures, and interview data suggest that children were able to use media in meaningful ways.
Research Directions: Ends in Themselves: Theorizing the Practice of University–School Partnering through Horizontalidad
Authors: Campano Gerald , Honeyford Michelle A. , Vander Zanden Sarah , SÃ¡nchez Lenny
Published: March 2024

In this article we share our current thinking about the methodology of collaborations for change and make visible our own attempts to theorize the practice of university-school partnering. We suggest that a fruitful new direction for research may involve turning to the Global South and the Latin American idea of horizontalidad [horizontalism], with its emphasis on consensus, direct democracy and shared knowledge construction. Drawing on data from our current involvements with university-school partnerships, we examine how viewing relationships as primarily a process, rather than merely a means to achieve preconceived outcomes and products, shapes the way we think about a number of different methodological questions, including: Who poses research problems and questions?; What does it mean to “gain access” to a research site?; How (and where) do relationships matter?; And, when we value our relationships as ends in themselves, How do we navigate the evolving parameters of research? We conclude by sharing some of our own ongoing struggles and dilemmas forging partnerships for change.
Competencias en investigación científica en los docentes de la carrera de pedagogía de las artes y humanidades de la Universidad Nacional de Chimborazo
Authors: Romero Cargua Esthela Isaura , Mendoza Cahuana Mayra Alexandra , Obregón Byron Leonardo , Herrera Latorre Paulo David
Published: March 2024

La formación académica universitaria es un eje fundamental para el desarrollo del talento humano, de la economía y el adelanto de una región y un país, más aún si esta formación está respaldada por actividades y docentes relacionados con la investigación científica; por tal razón la praxis investigativa es una competencia fundamental para alcanzar las metas que requiere la educación superior, el proyecto denominado Fortalecimiento de capacidades para la investigación científica en docentes de la carrera de Pedagogía de las Artes y Humanidades de la Universidad Nacional de Chimborazo, permitirá identificar las competencias científicas e investigativas que poseen los docentes titulares y ocasionales que laboran en la carrera, mediante la implementación de una encuesta realizada según normativa institucional para la recolección de información a través del uso de la Plataforma SICOA. Los resultados de la encuesta son analizados para la concreción del plan de capacitación institucional, que estará dirigido a los docentes ocasionales y titulares de la carrera de Pedagogía de las Artes y Humanidades; por otro lado, los resultados permiten identificar las competencias investigativas de los docentes, así como los conocimientos que poseen en este ámbito para dar respuestas afirmativas a las demandas del sistema educativo superior.