Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria

Within this article, I think with (Jackson & Mazzei, 2012) posthumanist theories of affect and assemblage (Deleuze & Guattari, 1987) to argue that literacy learning within a first grade classroom (NYC) involved allure (Thrift, 2008), or more-than-human technologies of public intimacy that were affectively contagious and seemed to take on a life of their own. By doing so, I contribute a new dimension to literacy-gender debates by exploring how the im/material practices of allure emerge to produce entanglement, bliss, and even violence. While male students’ entangled reading practices disrupted popular assumptions of “failing boys,” thereby making new gendered and literate subjectivities possible, these practices, at times, further reinforced rigid heteronormativities. Ultimately, attending to literacy learning as alluring invites more ethically response-able (Barad, 2007) considerations that take seriously how the forces of gender, sexuality, and race work to animate/contain bodies, spaces, and things, as well as shape the un/making of students as “successfully literate.”

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Making Meaning Together: Buddy Reading in a First Grade Classroom

Early Childhood Education Journal ◽

10.1007/s10643-010-0418-9 ◽

2010 ◽

Vol 38 (4) ◽

pp. 289-297 ◽

Cited By ~ 13

Author(s):

Tori K. Flint

Keyword(s):

First Grade ◽

Making Meaning ◽

Buddy Reading ◽

Grade Classroom

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Collaboration in a First-Grade Classroom

Collaboration for Diverse Learners ◽

10.4324/9781315059358-10 ◽

2020 ◽

pp. 105-122

Author(s):

Jacqueline K. Peck

Keyword(s):

First Grade ◽

Grade Classroom

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Visual Literacy and Young Learners

Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2722-1.ch010 ◽

2020 ◽

pp. 190-208

Author(s):

Hilde Tørnby

Keyword(s):

Visual Literacy ◽

First Grade ◽

Learning And Development ◽

Visual Texts ◽

Written Text ◽

Distinct Sense ◽

Visual Text ◽

The Impact ◽

Grade Classroom

This chapter explores visual literacy from theoretical and practical perspectives. Ideas of what is meant by visual literacy and why this is important are presented through a selection of studies. The impact that visual literacy may have on students' learning and development is further elaborated. A case study from a Norwegian first-grade classroom is included to shed light on the ways in which visual work in the classroom can be implemented. In addition, exemplars of students' written verbal and visual texts are thoroughly examined. A tendency in the material is that the illustrations are detailed and elaborate, and carry a distinct sense of the written text. Hence, the visual text may be understood as the more important text and may be vital in a child's literacy development.

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Independent and Dependent Group Contingencies

Peers as Change Agents ◽

10.1093/med-psych/9780190068714.003.0022 ◽

2021 ◽

pp. 263-274

Author(s):

Tom Cariveau

Keyword(s):

Small Group ◽

Effective Intervention ◽

Entire Group ◽

Individual Student ◽

Group Contingency ◽

Independent Group ◽

Group Contingencies ◽

Educational Settings

Group contingencies include the arrangement of a common consequence for responding by members of a group. Independent group contingencies involve a common consequence being delivered to an individual student based on her performance. Dependent group contingencies involve the consequence being delivered to the entire group based on the performance of an individual or small group of students. Numerous variables may be altered in a group contingency and arranging an effective intervention requires planful incorporation of each. This chapter reviews the components of independent and dependent group contingencies and considerations when designing and implementing group contingencies in educational settings.

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