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What Do So‐Called Critical Race Theory Bans Mean for Elementary Literacy Instruction? 所谓的种族批判理论禁令对小学扫盲教学意味着什么?
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-13 DOI: 10.1002/rrq.530
Laura Beth Kelly, Laura A. Taylor
In recent years, a number of states in the United States have enacted educational policies, often referred to as “critical race theory” bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. Our findings illustrate the restrictive effects of the policy on elementary literacy instruction, caused partially by teachers interpreting the policy as substantially impeding their ability to engage students in critically reading, writing, and talking about race and racism. Further, findings demonstrate how this new policy intersected with and exacerbated existing curricular constraints in elementary literacy classrooms, including developmental discourses and neoliberal standardization, reinforcing normative whiteness by producing further impediments to elementary literacy instruction as a space to develop critical consciousness about race. This study contributes to emerging literature on the effects of divisive concepts legislation, as well as situating this current legislative wave within existing policy contexts of restriction.
近年来,美国一些州颁布了教育政策,通常被称为 "种族批判理论 "禁令,旨在限制学校中有关种族和种族主义的教学。本研究探讨了田纳西州当前和未来的小学扫盲教育工作者是如何解释和打算应对这样的一项法律的。我们以政策社会学和种族批判理论政策分析为理论基础,对 18 名未来教师和在职教师在焦点小组中获得的数据进行了定性分析。我们的研究结果表明,该政策对小学扫盲教学产生了限制性影响,部分原因是教师认为该政策严重阻碍了他们让学生批判性地阅读、写作和谈论种族和种族主义的能力。此外,研究结果还证明了这项新政策是如何与小学扫盲课堂中现有的课程限制(包括发展性话语和新自由主义标准化)相互交织并加剧的,通过进一步阻碍小学扫盲教学作为培养种族批判意识的空间,强化了规范性的白人意识。本研究为有关分裂性概念立法影响的新兴文献做出了贡献,并将当前的立法浪潮置于现有的限制政策背景之下。
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引用次数: 0
What Do So‐Called Critical Race Theory Bans Mean for Elementary Literacy Instruction? 所谓的种族批判理论禁令对小学扫盲教学意味着什么?
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-13 DOI: 10.1002/rrq.530
Laura Beth Kelly, Laura A. Taylor
In recent years, a number of states in the United States have enacted educational policies, often referred to as “critical race theory” bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. Our findings illustrate the restrictive effects of the policy on elementary literacy instruction, caused partially by teachers interpreting the policy as substantially impeding their ability to engage students in critically reading, writing, and talking about race and racism. Further, findings demonstrate how this new policy intersected with and exacerbated existing curricular constraints in elementary literacy classrooms, including developmental discourses and neoliberal standardization, reinforcing normative whiteness by producing further impediments to elementary literacy instruction as a space to develop critical consciousness about race. This study contributes to emerging literature on the effects of divisive concepts legislation, as well as situating this current legislative wave within existing policy contexts of restriction.
近年来,美国一些州颁布了教育政策,通常被称为 "种族批判理论 "禁令,旨在限制学校中有关种族和种族主义的教学。本研究探讨了田纳西州当前和未来的小学扫盲教育工作者是如何解释和打算应对这样的一项法律的。我们以政策社会学和种族批判理论政策分析为理论基础,对 18 名未来教师和在职教师在焦点小组中获得的数据进行了定性分析。我们的研究结果表明,该政策对小学扫盲教学产生了限制性影响,部分原因是教师认为该政策严重阻碍了他们让学生批判性地阅读、写作和谈论种族和种族主义的能力。此外,研究结果还证明了这项新政策是如何与小学扫盲课堂中现有的课程限制(包括发展性话语和新自由主义标准化)相互交织并加剧的,通过进一步阻碍小学扫盲教学作为培养种族批判意识的空间,强化了规范性的白人意识。本研究为有关分裂性概念立法影响的新兴文献做出了贡献,并将当前的立法浪潮置于现有的限制政策背景之下。
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引用次数: 0
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’ 更正 "我很受伤":在种族扫盲学习组合中将黑人女性身体作为文本进行(不)公正的解读
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2024-02-13 DOI: 10.1002/rrq.531

Ohito, E. O. (2022). “I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage. Reading Research Quarterly, 57(2), 609–627. https://doi.org/10.1002/rrq.430

Throughout the article, on pages 609, 612, 613, 614, 616, 617, 618, 619, 620, and 621, there are references made to a Black girl who was shown being abused by a police officer in a school setting. The girl is identified as Nyla Kenny. This is incorrect. The violated girl's name is Shakara. Additionally, the girl who witnessed and recorded the incident is named Niya Kenny.

We apologize for this error.

Ohito, E. O. (2022)."I'm very hurt": (Un)justly reading the Black female body as text in a racial literacy learning assemblage.阅读研究季刊》,57(2),609-627。https://doi.org/10.1002/rrq.430Throughout,文章第 609、612、613、614、616、617、618、619、620 和 621 页提到一名黑人女孩在学校环境中被一名警官虐待。该女孩被确认为 Nyla Kenny。这是不正确的。被侵犯的女孩名叫 Shakara。此外,目睹并记录这一事件的女孩名叫 Niya Kenny。
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引用次数: 0
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions 对话文学讨论中的性别二元对立的重构、迷失与恢复
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2024-01-31 DOI: 10.1002/rrq.528
Aviv Orner, Hadar Netz, Adam Lefstein
Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well-suited for interrogating gender binaries and enhancing gender equity. Through micro-ethnographic discourse analysis of video-recorded literacy lessons, this study examines how traditional gender categories were reified and/or disrupted in literacy discussions in four Israeli elementary school classrooms experimenting with dialogic pedagogy. We found students and teachers frequently relying upon gender stereotypes in the participant examples they offered and in their interpretations of the story, “Fly, Eagle, Fly,” in class discussions. Originally framed as a parable of transformation and growth, the story unexpectedly provided an avenue to explore topics such as gender, transgenderism, and transsexuality. Sporadic instances arose in the discussion in which students subverted traditional binary gender constructs. These fleeting moments of disorientation underscored dialogic pedagogy's capacity to challenge gender norms. However, students and teachers treated transgenderism as taboo, and the topic's explicit consideration generated anxiety, with the teachers and some of the students trying to silence non-heteronormative voices. Ultimately, teachers reinforced interpretations that allowed the gender order to be restored and seemed relieved when they were able to move on from the gender trouble episode. The study highlights the potential of dialogic pedagogy to challenge the heterosexual matrix and promote gender equity. However, it also demonstrates the importance of paying greater attention to gender issues in the development of dialogic pedagogy.
对话式教学法旨在将多种声音和观点引入对话,创造一个包容多种学生身份的课堂环境,并挑战霸权主义的知识方法。因此,对话式教学法似乎特别适合于质疑性别二元对立和促进性别平等。本研究通过对识字课录像进行微观人种学话语分析,探讨了在四个尝试对话教学法的以色列小学课堂上,传统的性别分类是如何在识字讨论中被重新整合和/或破坏的。我们发现,在课堂讨论中,学生和教师在提供的参与实例以及对故事 "飞吧,鹰,飞吧 "的诠释中,经常依赖于性别刻板印象。这个故事原本是一个关于转变和成长的寓言,却意外地为探讨性别、变性和变性等话题提供了一个途径。在讨论中,学生们不时出现颠覆传统二元性别建构的情况。这些稍纵即逝的失态时刻凸显了对话教学法挑战性别规范的能力。然而,学生和教师都将变性视为禁忌,对这一话题的明确讨论引发了焦虑,教师和部分学生试图压制非异性恋的声音。最终,教师加强了对恢复性别秩序的解释,当他们能够从性别问题中走出来时,似乎如释重负。这项研究凸显了对话教学法挑战异性恋矩阵和促进性别平等的潜力。不过,这项研究也表明,在发展对话教学法的过程中,必须更加关注性别问题。
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引用次数: 0
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award 2023 国际扫盲协会蒂莫西和辛西娅-沙纳汉杰出论文奖
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2024-01-28 DOI: 10.1002/rrq.529
Sharon Walpole, Lori Bruner
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引用次数: 0
Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech 书写是通往字母原则的途径:学龄前儿童如何学习自己的书写代表语言
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2024-01-02 DOI: 10.1002/rrq.526
Deborah Wells Rowe, Laura Piestrzynski, Alexandria Ree Hadd, John W. Reiter
This study explores how preschoolers develop understandings of the symbolic nature of print in the context of their own writing. Using qualitative methods and a cross-sectional design, this study documents the learning trajectory that begins with children's earliest experiences linking speech and print in writing events and continues as they learn that English print is glottographic and alphabetic. Children's changing approaches to speech-print linking provide evidence of their developing understanding of how print functions as a representational system. Participants were 134 English-speaking 2- to 5-year-olds attending childcare classrooms where preschoolers' writing was frequent and valued. Children completed an open-ended writing task where they wrote a photo caption and read it to an adult. Open and axial coding identified six core approaches to speech-print linking during writing: marks not read, conversational speech without pointing, conversational speech with pointing to the graphic array, segmented speech with pointing to the graphic array, segmented speech matched to specific marks, and phoneme-grapheme matching. A growth curve model provided statistical support for this ordering of the core approaches. Findings show that early writing experiences can be an important context for building foundational literacy skills such as the alphabetic principle. Adult practices that physically materialize speech-print relations in writing may be especially supportive of this learning. We conclude that young children should be offered frequent opportunities to compose their own texts, and to interact with adults around their writing.
本研究探讨了学龄前儿童如何通过自己的写作来理解印刷体的符号性质。本研究采用定性方法和横断面设计,记录了儿童在写作活动中将语音和印刷体联系起来的最初经验,以及他们学习英语印刷体是喉音和字母的过程中的学习轨迹。儿童不断变化的语音-印刷体连接方法证明了他们对印刷体作为表征系统的功能的理解正在不断发展。134 名 2 至 5 岁的英语儿童参加了学龄前儿童写作频繁且受到重视的托儿班。孩子们完成了一项开放式写作任务,即写一张照片的标题并读给成人听。通过开放式编码和轴向编码,确定了写作过程中语音-文字连接的六种核心方法:不读标记、无指向的会话语音、指向图形阵列的会话语音、指向图形阵列的分段语音、与特定标记匹配的分段语音以及音素-词素匹配。成长曲线模型为这种核心方法排序提供了统计支持。研究结果表明,早期书写经验是培养基础识字能力(如字母原则)的重要环境。成人在书写中将语言与文字的关系具体化的做法可能特别有助于这种学习。我们的结论是,应经常为幼儿提供机会,让他们创作自己的文章,并围绕他们的写作与成人互动。
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引用次数: 0
Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness 纸上和屏幕上的文学阅读:阅读习惯和偏好与体验意义之间的关联
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2024-01-02 DOI: 10.1002/rrq.527
Frank Hakemulder, Anne Mangen
The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers’ motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.
越来越多地使用数字技术对阅读产生了影响。在线阅读和屏幕阅读通常包括接触多个短小的多媒体信息片段,而长篇幅阅读正在减少。Meta 分析发现,在阅读信息类文本时,屏幕效果较差,而在阅读叙事类文本时则不然。模式效应的解释是 "浅阅读假说"(Shallowing Hypothesis),该假说认为,由于数字阅读材料通常是由短小的、去语境化的多媒体内容片段组成,而不是长篇的线性文本,因此屏幕阅读的增加会导致人们倾向于略读和扫描,而不是仔细阅读。实验发现,在阅读说明性/信息性文本时,"浅阅读假说 "是成立的,但对屏幕的习惯性增加对文学阅读的影响,目前还不甚了解。肤浅的阅读模式可能会损害一个人深入阅读文学文本的能力,进而对读者进行更缓慢、更反思、更努力的阅读的动机和倾向产生负面影响。本文介绍了三项实验的结果,这些实验探索了阅读行为、媒介偏好以及阅读纸质与屏幕文学短文之间的关联。虽然结果参差不齐,但总体上揭示了媒介的作用模式:更频繁地阅读屏幕上的短文,预示着更少倾向于坚持阅读较长文本所需的认知毅力,以及对文学文本更深层次和个人相关意义的思考。本文讨论了这些发现的教育意义。
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引用次数: 0
Understanding K-3 Teachers' Literacy Instructional Practices During the Pandemic-Impacted 2020–2021 School Year 了解 K-3 教师在 2020-2021 学年受大流行病影响期间的识字教学实践
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-12-26 DOI: 10.1002/rrq.523
Tanya S. Wright, Lori Bruner, Amy Cummings, Katharine O. Strunk
This instrumental case study is focused on understanding more about literacy instruction in K-3 classrooms during the pandemic-impacted 2020–2021 school year. The study aims to examine (a) how teachers described their literacy instruction before and during the COVID-19 pandemic; (b) the types of literacy instructional practices teachers implemented across in-person, virtual, and hybrid modalities; and (c) how teachers' implementation of these practices aligns with research on early grades literacy instruction. Data included classroom video of 25 teachers' literacy instruction, 162 classroom artifacts (e.g., student work samples), and statewide survey responses from 7110 teachers in spring 2020 and 5811 teachers in spring 2021. Teachers reported spending an average of 1 h less per week on literacy instruction in 2020–2021 as compared to a typical pre-pandemic school year. Despite these reported declines in instructional time, teachers in all modalities were observed implementing literacy instructional practices at comparable rates as they reported prior to the pandemic. However, teachers' implementations of these practices varied widely, with some teachers providing research-aligned literacy instruction while others did not. This range in quality was evident across modalities, including within the group of teachers providing in-person instruction. Results from this study challenge existing theories about instructional time and modality that have been posed to explain the pandemic's negative impacts on elementary students' literacy outcomes.
这项工具性案例研究的重点是进一步了解 2020-2021 学年受大流行病影响的 K-3 课堂中的识字教学。研究旨在考察:(a) 在 COVID-19 大流行之前和期间,教师如何描述他们的识字教学;(b) 教师在面对面、虚拟和混合模式下实施的识字教学实践类型;(c) 教师实施这些实践的情况如何与低年级识字教学研究相一致。数据包括 25 位教师的识字教学课堂视频、162 份课堂作品(如学生作业样本),以及来自 2020 年春季 7110 位教师和 2021 年春季 5811 位教师的全州调查反馈。据教师们报告,与大流行前的典型学年相比,2020-2021 学年每周用于扫盲教学的时间平均减少了 1 小时。尽管报告的教学时间有所减少,但观察到所有模式的教师实施扫盲教学实践的比例与大流行前相当。然而,教师们的实施情况却大相径庭,有些教师提供了与研究相一致的扫盲教学,而有些教师则没有。这种质量上的差异在不同的教学模式中都很明显,包括在提供面对面教学的教师群体中。这项研究的结果对现有的关于教学时间和教学模式的理论提出了挑战,这些理论被用来解释大流行病对小学生识字成果的负面影响。
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引用次数: 0
“Back Then it was Only Men Who Worked in These Kinds of Fields”: Observing Little Sparks Through the Prism of Affect and Gender in Maker Literacies Research "那时,只有男人才在这类领域工作":通过创客文学研究中的情感和性别棱镜观察小火花
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-12-05 DOI: 10.1002/rrq.525
Amélie Lemieux
This article delves into moments of affect, puncturing the exchanges between an early career 2SLGBTQ+ researcher and a group of Canadian adolescents, mostly composed of girls, who developed a ClayMation video to take the pulse of emerging vibrancies in maker literacies. Among these dynamisms came the matter of gender in the research project. Adopting a dynamic framework that builds on affect theory coupled with queer phenomenology to frame an affective researcher positionality, the author addresses implications of de/constructing gender with/in maker literacies work. To situate her queer positionality, she explores the possibility of coexisting truths in the relationalities that took place in space‐multiplicities of the makerspace, and during moments where she was driving to the research site, going home, taking part in conversations, or drafting notes. Related student data are presented through posthuman vignettes comprised of situated dynamisms between recorded open‐ended interviews, adolescent maps inspired by Hamon's situated geographies, field notes, and digital compositions. Implications for research and practice include: ways of becoming‐with data otherwise and attending to affective phenomena in the context of maker literacies, with the overall aim of de/constructing gender binaries. The author concludes with research and practical implications for literacies work, specifically in co‐constructing methodologies and designs that help reimagine more equitable maker literacies futures.
这篇文章深入探讨了情感的时刻,穿透了一名早期职业生涯中的2SLGBTQ+研究人员与一群加拿大青少年(主要由女孩组成)之间的交流,这些青少年制作了一个ClayMation视频,以捕捉创客文化中新兴的活力。在这些动态因素中,研究项目中的性别问题也出现了。作者采用基于情感理论的动态框架,结合酷儿现象学来构建情感研究者的定位,探讨了在创客素养工作中解构/建构性别的含义。为了定位她的酷儿定位,她探索了在空间多样性中发生的关系中共存的真理的可能性,以及在她开车去研究地点,回家,参加谈话或起草笔记的时刻。相关的学生数据通过后人类的小插曲呈现,这些小插曲包括记录的开放式访谈之间的动态,受哈蒙的地理位置启发的青少年地图,实地笔记和数字作品。对研究和实践的启示包括:在制造者素养的背景下,以解构/构建性别二元的总体目标,成为数据的方式,并关注情感现象。作者总结了对扫盲工作的研究和实践意义,特别是在共同构建方法和设计方面,这些方法和设计有助于重新构想更公平的制造者扫盲未来。
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引用次数: 0
Online Processing Shows Advantages of Bimodal Listening-While-Reading for Vocabulary Learning: An Eye-Tracking Study 在线处理显示边听边读双模式在词汇学习中的优势:眼动跟踪研究
IF 4.2 1区 教育学 Q1 Social Sciences Pub Date : 2023-12-05 DOI: 10.1002/rrq.522
Alessandra Valentini, Rachel E. Pye, Carmel Houston-Price, Jessie Ricketts, Julie A. Kirkby
Children can learn words incidentally from stories. This kind of learning is enhanced when stories are presented both aurally and in written format, compared to just a written presentation. However, we do not know why this bimodal presentation is beneficial. This study explores two possible explanations: whether the bimodal advantage manifests online during story exposure, or later, at word retrieval. We collected eye-movement data from 34 8-to 9-year-old children exposed to two stories, one presented in written format (reading condition), and the second presented aurally and written at the same time (bimodal condition). Each story included six unfamiliar words (non-words) that were repeated three times, as well as definitions and clues to their meaning. Following exposure, the learning of the new words' meanings was assessed. Results showed that, during story presentation, children spent less time fixating the new words in the bimodal condition, compared to the reading condition, indicating that the bimodal advantage occurs online. Learning was greater in the bimodal condition than the reading condition, which may reflect either an online bimodal advantage during story presentation or an advantage at retrieval. The results also suggest that the bimodal condition was more conducive to learning than the reading condition when children looked at the new words for a shorter amount of time. This is in line with an online advantage of the bimodal condition, as it suggests that less effort is required to learn words in this condition. These results support educational strategies that routinely present new vocabulary in two modalities simultaneously.
儿童可以从故事中附带学习单词。如果故事同时以听觉和书面形式呈现,这种学习效果会比只以书面形式呈现更好。然而,我们并不知道为什么这种双模式的呈现方式会带来益处。本研究探讨了两种可能的解释:双模态优势是在接触故事时在线表现出来,还是在之后的单词检索中表现出来。我们收集了 34 名 8 至 9 岁儿童的眼动数据,这些儿童接触了两个故事,一个故事以书面形式呈现(阅读条件),另一个故事以听觉和书面形式同时呈现(双模态条件)。每个故事包括重复出现三次的六个陌生单词(非单词),以及单词的定义和含义线索。接触后,对学习新单词含义的情况进行评估。结果显示,与阅读条件相比,在故事呈现过程中,儿童在双模态条件下固定新单词的时间更少,这表明双模态优势是在线产生的。双模态条件下的学习效果比阅读条件下的学习效果好,这可能反映了故事呈现过程中的在线双模态优势或检索时的优势。研究结果还表明,当儿童观察新单词的时间较短时,双模态条件比阅读条件更有利于学习。这与双模态条件的在线优势相一致,因为它表明在这种条件下学习单词所需的努力更少。这些结果支持同时以两种模式呈现新词汇的常规教育策略。
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引用次数: 1
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Reading Research Quarterly
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