Disrupting Evasion Pedagogies

As we have researched in schools and reflected on our own teaching, we have come to recognize the lie and our untruthfulness that permeates many of our cultural scripts (Gutierrez et al., 1995) and practices as teachers. It is within these cultural scripts and practices that inequity is perpetuated and humanizing learning evaded. Thus, what we term evasion pedagogies, serve to sustain the status quo and are powerful tools to maintain oppressive projects like white supremacy, heteronormativity, gender binaries, patriarchy, ableism, classism, and linguicism. In this piece, we examine the notion of evasion pedagogies as a powerful lie in practice that needs to be disrupted in teaching and learning across grade levels and contexts. Then, we draw on decades of research to illustrate how existing scholarship offers meaningful opportunities to disrupt evasion pedagogies by focusing on humanization

Three reading-intervention teachers’ identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school

This study investigated three urban middle-school teachers’ practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers’ identity positioning. The three teachers’ sociocultural and sociopolitical positioning of their students (e.g., students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g., hybrid, calibrated, or imposed practices). The teachers’ historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom

Towards a complex framework of teacher learning-practice

Although many researchers agree that teaching is complex and contextually situated, dominant conceptions of teacher learning, and the enactment of such learning in practice, tend to be linear and reductionist. Because simplistic conceptualizations of teaching activity have far-reaching impact on teachers, students, and school systems, generating a complex theory of teacher learning-practice is nothing short of an ethical imperative. To tackle this task, we draw from an emerging body of teacher education scholarship that we consider the beginning of a ‘complex turn’. Drawing on this literature, we distill a set of conceptual shifts that, together, offer a set of theoretical tools to (re)think the processes of, and connections between, teacher learning-practice in ways that better account for the dynamic, multiplicitous, ever-shifting nature of these activities

Three Reading-Intervention Teachers’ Identity Positioning and Practices to Motivate and Engage Emergent Bilinguals in an Urban Middle School

This study investigated three urban middle-school teachers’ practices with respect to motivating and engaging emergent bilinguals in reading-intervention classrooms by exploring the teachers’ identity positioning. The three teachers’ sociocultural and sociopolitical positioning of their students (e.g. students as individuals, as monolithic learners, or as problems) was found to be related to their practices for motivating and engaging the students (e.g. hybrid, calibrated, or imposed practices). The teachers’ historical and current resources partially shaped how they positioned their students. The findings support that teachers should not only learn motivational practices but also reflect critically on positioning processes in the classroom

Factors Associated with Novice General Education Teachers’ Preparedness to Work with Multilingual Learners: A Multilevel Study

This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students

K–1st Grade: English Level 3, Learning Packet #1 • Theme: Space

These packets are self-contained. Everything a child will need to be successful with the activities is provided in the packet. Students will only need a writing utensil. Additional tools like crayons or scissors can be used, but do not have to be. Day 1 • Vocabulary trace, Label My Buddy, Space shapes, Let\u27s move Day 2 • Reading passage, Mix it fix it, Space dot-to-dot, Window or walk Day 3 • Vocabulary matching, Let\u27s compare, Astronaut writing, Move with your Buddy Day 4 • Space graphing, Space addition, If I lived in space, Let\u27s draw Day 5 • My journal, Would your rather writing, Let\u27s create, Space patterns My Packet Journal Reference Shee

4th–5th Grade: English Level 2, Learning Packet #2 • Theme: Habitats

Packet #2 outline: habitats Choose a Buddy Reading daily practice Roll your sight words #2 Vocabulary cards: habitats Habitats Write and draw Facts and opinions about habitats Compound words Vocabulary cut and paste Writing a poem: acrostic Math daily practice Coordinate habitat Goods from habitats Lunchtime goods and services Let\u27s take a break! My Packet Journal Reference Sheet Answer Key

K–1st Grade: English Level 2, Learning Packet #1 • Theme: Shapes

Day 1 • Choose a Buddy, Writing new words, Shapes memory, Make a pattern, Building sentences Day 2 • Writing new words, Matching, Today\u27s number (63) Day 3 • Showing location, Exercise addition, Sorting shapes Day 4 • Shapes walk, Journal writing, Today\u27s number (23) Day 5 • Searching for shapes, Making pictures from shapes, Write about a picture, Dictionary My Packet Journal Answer Key

6th–8th Grade: English Level 1, Learning Packet #1 • Theme: Introductions [Students with Interrupted Formal Learning]

Day 1 • Introduce yourself, Introduce someone else, Say and write letters: the English alphabet Day 2 • Talking to a friend reading, Talking to a friend writing, Talking to a friend speaking Day 3 • I am poem Day 4 • New vocabulary, Say, Write, Categorize likes and dislikes Day 5 • All about me My Packet Journal Reference Shee

6th–8th Grade: English Level 1, Learning Packet #4 • Theme: Time and Date [Students with Interrupted Formal Schooling]

Day 1 • Calendar and time review, Numbers 1-100, Numbers chart Day 2 • Celebration vocabulary, Celebrations reading, Evelin\u27s celebration Day 3 • Happy New Year!, How do you celebrate the new year? Day 4 • Ku Moo\u27s holiday, What time is it?, How important is time in your country? Day 5 • What do you celebrate?, Today is a holiday! My Packet Journal Reference Sheet Answer Key