Educating critically : challenging the familiar contours of literacy teacher education.

Nightengale-Lee, Bianca

doi:10.18297/etd/2824

Cited by 2 publications

(2 citation statements)

References 29 publications

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“…Moreover, cultural stereotypes and deficit thinking might be roadblocks to persuade teachers to re-conceptualize their preconceived notions about children with disabilities, and view children as capable learners who can benefit from the curriculum [32]. Teachers who employ cultural stereotypes and deficit thinking could easily create inaccurate characterizations of academic ability to children [33] based on race, ethnicity, and special learning accommodations [34]. Therefore, it is critical to prepare teachers and administrators to become more deeply involved in multi-fold issues of equity and design an authentic culturally inclusive learning environment [35].…”

Section: Deficit Thinking and Special Teacher Educationmentioning

confidence: 99%

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

Breazeal

2022

Interaction Design and Children

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Special education teachers' perception and attitudes towards technology and design play a critical role in pedagogical practices. The study aims to explore changes in special education teachers' attitudes and design beliefs through a co-design process with children.The initial pilot study focused on preparing special education teachers for effective integration of pedagogical agents into teaching and learning. The initial pilot study followed the mixed-method design and was guided by the following research question: In what ways the co-design process influenced teachers' attitudes and design beliefs towards pedagogical agents through the co-design process with children? The preliminary results indicated by the end of the program that teachers' attitudes towards pedagogical agents increased significantly with moderate effect sizes, which might contribute to the co-design process and interactions with pedagogical agents. Qualitative analysis based on teacher interviews, lesson projects, and field notes also suggested that the shifts in participant's attitudes and design beliefs are influenced by a variety of personal and contextual factors including i) The didactic use of pedagogical agents; ii) the usefulness of pedagogical agents for inclusive education; (iii) teachers' attitudes about the role of the teacher as a designer, and (iv) leadership support to facilitate the immersive learning experience created through the interaction between the human and pedagogical agents.

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Section: Deficit Thinking and Special Teacher Educationmentioning

confidence: 99%

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

Breazeal

2022

Interaction Design and Children

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“…To survive in a broken world, literacy research must move toward a vision of healing, reconciliation, and justice to reckon with the complexities, traumas, and contradictions of its past, preserve its present, and, ultimately, sustain its future. Keeping in line with Haddix’s (2020) challenge, we examine our ideas of community to explore a conceptual framework that we refer to as literacy futurisms (Nightengale-Lee, 2021).…”

Section: Defining Literacy Futurismsmentioning

confidence: 99%

“We Believe in Collective Magic”: Honoring the Past to Reclaim the Future(s) of Literacy Research

Abril-Gonzalez¹,

Aguilera²,

Linares³

et al. 2021

Literacy Research: Theory, Method, and Practice

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This article explores the concept of literacy futurisms as guided by the 2019–2021 Scholars of Color Transitioning into Academic Research Institutions cohort, who conceptualize themselves as part of an emergent literacy research collective. Drawing on the knowledges of our ancestors and children, we offer dimensions of a framework-in-the-making (grounded on intersectionality, translanguaging, decoloniality, ancestral, play, and collectivity) for reenvisioning and reclaiming the future(s) of literacy research. We invite readers to engage in multimodal play as co-conspirators in reclaiming literacy research.

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Educating critically : challenging the familiar contours of literacy teacher education.

Cited by 2 publications

References 29 publications

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

Exploring changes in special education teachers’ attitudes and design belief towards pedagogical agents in co-designing with children

“We Believe in Collective Magic”: Honoring the Past to Reclaim the Future(s) of Literacy Research

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