Assembled Identities and Intersectional Advocacy in Literacy Research

2018 ◽  
Vol 67 (1) ◽  
pp. 164-179 ◽  
Author(s):  
Carol Brochin
Keyword(s):  
Elementary School ◽  
Language Arts ◽  
Elementary School Teachers ◽  
Multiple Identities ◽  
Language Arts Teachers ◽  
Family Diversity ◽  
Gender Expression ◽  
Arts Teachers ◽  
Bilingual And Multicultural

In this article, I present an overview of intersectionality, and its critiques as well as make visible how it is enacted in elementary school classrooms. I focus primarily on issues of gender expression, sexuality, and family diversity as a way of centering the role of advocacy in our work as teachers and researchers. Many language arts teachers, especially those in bilingual and multicultural settings, already practice inclusivity with students who bring diversity of languages and literacies to the classroom. Expanding these practices to include attention to gender expression, sexuality, and family diversity is an example of how an intersectional lens builds upon what most teachers are already doing—creating classrooms that explicitly reflect the intersectional identities of students. I conclude with a focus on how elementary school teachers can draw from students’ multiple identities and develop intersectional advocacy in their classrooms and schools.

scholarly journals State educational agencies in an uncertain environment: Understanding state provided networks of English Language Arts curricular resources

2020 ◽  
Vol 28 ◽  
pp. 125
Author(s):  
Serena J. Salloum ◽  
Emily M. Hodge ◽  
Susanna L. Benko
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Quadratic Assignment ◽  
Data Set ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Arts Teachers ◽  
Organizational Ties ◽  
State Educational

Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer Rowan, 1977) and isomorphism specifically (DiMaggio Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 state-provided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision.

scholarly journals CONNECTION BOOK AND WORKSHEET BASED 2013 CURRICULUM FOR SD TEACHERS IN SURAKARTA

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Marmoah ◽  
Soegiyanto Soegiyanto ◽  
Idam Ragil Widianto Atmojo ◽  
Roy Ardiansyah
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Post Test ◽  
Teacher's Knowledge

<em>The purpose of this service is to train primary school teachers in Surakarta city to have the ability to optimize the role of a teacher to involve parents and the community in the implementation of learning so that specifically this activity aims to train teachers to have the ability to compile contact books and worksheets. The method used in this service begins the Workshop, Practices, and Implementation. In conducting this training, subjects were asked to work on tests related to the preparation of connection books and worksheets for elementary school teachers. Analysis of the data used is pre-test and post-test. The results of this activity were an increase in teacher's knowledge and understanding of the preparation of connection books and worksheets</em>

scholarly journals PERMAINAN TRADISIONAL CUBLAK-CUBLAK SUWENG DARI PROVINSI YOGYAKARTA DAN PEMBENTUKAN KARAKTER TANGGUNG JAWAB PADA PESERTA DIDIK MI/SD DI INDONESIA

2020 ◽  
Vol 3 (2) ◽  
pp. 135
Author(s):  
Yosie Ervanda ◽  
Anis Fuadah Z
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Research Method ◽  
Research Subjects ◽  
School Teachers ◽  
Is Research ◽  
The Government ◽  
Role Of The Government ◽  
The Impact

The purpose of this study was to see the traditional cublak-cublak suweng game from D.I Yogyakarta, and the order for the character of responsibility for students. Knowing the method of implementing the cublak-cublek suweng game that can shape the character of responsibility for students. This research method is research research. The research subjects were research articles and web that discussed the cublak-cublak suweng game that could be accounted for for its authenticity and correctness. The scope of this research includes elementary school teachers, elementary school children, and the surrounding community who are familiar with this game, as well as the role of the government in preserving the cublak-cublak suweng game and applying it to elementary schools at this time.This research was conducted to explain whether the cublak-cublak suweng game in the present era can give pleasure after being played and the impact that occurs after being played 1) Introduction to what cublak-cublak suweng is and how to play it. 2) Implementation of the cublak-cublek suweng model that can develop the character of responsibility for students, 3) The effectiveness of the cublak-cublak suweng game in shaping the character of responsibility for students. 4) what are the effects if you continue to drink it again and again. 

Building Awareness of Language Structures with Visual-Syntactic Text Formatting

2013 ◽  
pp. 21-36 ◽  
Author(s):  
Youngmin Park ◽  
Mark Warschauer ◽  
Penelope Collins ◽  
Jin Kyoung Hwang ◽  
Charles Vogel
Keyword(s):  
Empirical Study ◽  
Language Arts ◽  
State Standards ◽  
Action Research Project ◽  
Language Arts Teachers ◽  
Arts Teachers ◽  
Authentic Writing ◽  
Writing Technology ◽  
Linguistic Structures ◽  
Grammatical Structures

The recently adopted Common Core State Standards emphasize the importance of language forms and structure in learning to write. Yet most language arts teachers have either downplayed the linguistic structure of writing in favor of process approaches or emphasized the teaching of grammatical structures outside of the context of authentic writing. Technology-supported writing activities tend to mimic these two approaches, with teachers using technology for either process-based writing or for grammar drills. Most teachers are not well prepared to teach linguistic structures in context or to deploy technology for that purpose. This chapter introduces a new tool called Visual-Syntactic Text Formatting (VSTF) that has powerful affordances for teaching linguistic and textual structures in the context of authentic written genres. Drawing on an empirical study and an action research project conducted by the authors, they share evidence for the value of using VSTF and point to ways that it can be used in the classroom to help students master language structures and employ them in their composition.

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