Transiciones: Pathways of Latinas and Latinos Writing in High School and College

Ruecker, Todd

doi:10.7330/9780874219760

Cited by 6 publications

(8 citation statements)

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“…I attended classes focused on language and literacy instruction every day: English Language Arts (ELA), ESL, and Spanish classes. During ELA and Spanish classes, I was typically a passive observer; my role in ESL classes was more participatory after a few days of traditional observation (during initial meetings with teachers, I offered to play a more active role in their classrooms if they were interested; see Ruecker, 2015 for more on why I value a participant observer approach). I kept a journal, typically writing for an hour at the end of each day to capture an ongoing portrait of the school as I spent time there.…”

Section: Methodsmentioning

confidence: 99%

“…There has been extensive literature in recent years on the impact of testing on teachers and instruction, with much of this focused on how instruction became more test oriented in diverse, low-income schools with high numbers of bilingual learners where teachers tended to be monitored more and required to follow standardized curricula than their counterparts in wealthier, whiter schools and districts (e.g., Ruecker, 2015; Au, 2016; Callahan, 2006; Gilliland, 2017; Holloway & Brass, 2017; McCarthey, 2008). Related work has documented how high-stakes accountability and related educational reforms, such as the small school movement, have led to the dismantling of bilingual programs and the further marginalization of bilingual learners (Menken & Solorza, 2014).…”

Section: The Impact Of Evaluation Systems On Teachers and Teachingmentioning

confidence: 99%

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The Impact of Neoliberal Evaluation Systems on Rural Schools, Teachers, and their Bilingual Learners

Ruecker

2020

Educational Policy

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Over the past several decades, neoliberal reformers have had immense success advancing their reforms. While studies have pointed to the negative impact of these reforms on students and literacy instruction, there has been limited work focused on the well-being of teachers and the impact these reforms have on growing teacher shortages, especially in rural schools serving growing numbers of bilingual learners. Drawing on data collected from five rural schools during the implementation in New Mexico of what was dubbed the “toughest teacher evaluation system” in the U.S., this article explores how the evaluation system threatened teacher professional autonomy and career satisfaction, leading to teacher shortages that mirror a nationwide trend in the U.S. While existing work has largely taken a resigned stance towards the continual march of neoliberal education reform, this article closes by emphasizing the agency of individuals and organizations to enact change.

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Section: Methodsmentioning

confidence: 99%

Section: The Impact Of Evaluation Systems On Teachers and Teachingmentioning

confidence: 99%

The Impact of Neoliberal Evaluation Systems on Rural Schools, Teachers, and their Bilingual Learners

Ruecker

2020

Educational Policy

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“…Attention to access is particularly salient when considering the complexities and challenges of high school to college writing transitions. For example, students in the decentralized U.S. education system must navigate incoherence and discontinuity in curricula and expectations across programs and institutions (Foster & Russell, 2002;Gilliland, 2016;Ruecker, 2015) and institutional policies and barriers (Saidy, 2018), all while adjusting to the rhetorical and cultural demands of college writing (Harklau, 2001). These challenges are magnified for students from historically marginalized groups, like Jain, who are less likely to feel they belong on a college campus (Gonzalez et al, 2021;Hungerford-Kresser & Vetter, 2012).…”

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confidence: 99%

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

Jacobson

2024

Written Communication

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Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of the high school to college transition for students from historically marginalized groups. This study focuses on Jain, a first-generation Latino college student, as he positions himself as a writer over 18 months in response to a range of school-based writing tasks. My analysis finds that Jain’s identity negotiations are influenced by a history of social positioning in schools, as his stance-making patterns and sense of self as a writer reflect resources and opportunities he encounters. This study adds to research demonstrating the role teachers and institutions can play in (in)validating certain aspects of students’ identities and influencing belonging in school spaces, indicating a need for educators and researchers across K-12 and college contexts to continue to challenge the standardization of school writing and the prevalence of assessments that limit curricula and constrain identities.

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“…4. See Pope 2001Blau 2003;Sullivan and Tinberg 2006;Sullivan 2009;Hansen and Farris 2010;Sullivan, Tinberg, and Blau 2010;Council 2011;Tinberg and Nadeau 2011;Gale and Parker 2014;Ruecker 2015;Sullivan 2016;Smith 2017;Sullivan, Tinberg, and Blau 2017;Carillo 2018.…”

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confidence: 99%

DISPATCHES FROM BARTERTOWN: Building Pedagogy in the Exigent Moment

Jensen¹

2020

Sixteen Teachers Teaching: Two-Year College Perspectives

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Transiciones: Pathways of Latinas and Latinos Writing in High School and College

Cited by 6 publications

References 0 publications

The Impact of Neoliberal Evaluation Systems on Rural Schools, Teachers, and their Bilingual Learners

The Impact of Neoliberal Evaluation Systems on Rural Schools, Teachers, and their Bilingual Learners

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

DISPATCHES FROM BARTERTOWN: Building Pedagogy in the Exigent Moment

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