“My Hair has a Lot of Stories!”: Unpacking Culturally Sustaining Writing Pedagogies in an Elementary Mediated Field Experience for Teacher Candidates

References

• Allen, A., Hancock, S., Starker-Glass, T., & Lewis, C. (2017). Mapping culturally relevant pedagogy into teacher education programs: A critical framework. Teachers College Record, 119(1), 1–26.
   Web of Science ®Google Scholar
• Anderson, C. (2000). How’s it going: A practical guide to conferring with students. Portsmouth, NH: Heinemann.
   Google Scholar
• Bettini, E., & Park, Y. (2017). Novice teachers’ experiences in high-poverty schools: An integrative literature review. Urban Education. doi:10.1177/0042085916685763
   Web of Science ®Google Scholar
• Bishop, R. S. (2007). Free within ourselves: The development of African-American children’s literature. Portsmouth, NH: Heinemann.
   Google Scholar
• Bishop, R. S. (2013). Reflections on the development of African-American children’s literature. Journal of Children’s Literature, 38(2), 8–13.
   Google Scholar
• Bishop, R. S. (2016). Language arts lessons: A ride with Nana and CJ: Engagement, appreciation, and social action. Language Arts, 94(2), 120–123.
   Google Scholar
• Boutte, G. S. (2016). Educating African American children: And how are the children?. New York, NY: Routledge.
   Google Scholar
• Boutte, G. S., & Hill, E. L. (2006). African American communities: Implications for culturally relevant teaching. The New Educator, 2(4), 311–329. doi:10.1080/15476880600974875
   Google Scholar
• Calkins, L. M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
   Google Scholar
• Campbell, S. S., & Dunleavy, T. K. (2016). Connecting university coursework and practitioner knowledge through mediated field experiences. Teacher Education Quarterly, 43(3), 49–70.
   Google Scholar
• Chubbuck, S. M. (2010). Individual and structural orientations in socially just teaching: Conceptualization, implementation, and collaborative effort. Journal of Teacher Education, 61(3), 197–210. doi:10.1177/0022487109359777
   Web of Science ®Google Scholar
• Daniel, S. (2016). Grappling with culturally responsive pedagogy: A study of elementary level teacher candidate learning across practicum and diversity course work experiences. Urban Review, 48, 579–600. doi:10.1007/s11256-016-0369-6
   Google Scholar
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47. doi:10.1177/0022487109348024
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2014). Want to close the achievement gap? Close the teaching gap. American Educator, Winter 2014-2015.
   Google Scholar
• Dyson, A. H. (2013). ReWRITING the basics: Literacy learning in children’s cultures. New York, NY: Teachers College Press.
   Google Scholar
• Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher education. Teachers College Record, 87, 53–65.
   Web of Science ®Google Scholar
• Fisher, R. (2010). Young writers’ construction of agency. Journal of Early Childhood Literacy, 10(4), 410–429. doi:10.1177/1468798410382407
   Google Scholar
• Flint, A. S. (2015, October). Mapping our world: Creating a culturally sustaining writing pedagogy. Keynote address delivered to Hawaii Teachers of English Conference, Honolulu, HI.
   Google Scholar
• Flint, A. S., & Rodriguez, S. (2012). Building a community in writer’s workshop: Supporting EL students’ construction of identity in a first-grade classroom. In R. Meyer & K. Whitmore (Eds.), Reclaiming writing: Composing spaces for identities, relationships, and actions. New York, NY: Routledge.
   Google Scholar
• Headen, S. (2014). Beginners in the classroom: What the role of changing demographics of teaching mean for schools, students, and society. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.
   Google Scholar
• Heffernan, L. (2017). Back and forth: Using an editor’s mindset to improve student writing. Portsmouth, NH: Heinemann.
   Google Scholar
• Hoffman, J. V., Roller, C., Maloch, B., Sailors, M., Duffy, G., & Beretvas, S. N. (2005). Teachers’ preparation to teach reading and their experiences and practices in the first three years of teaching. The Elementary School Journal, 105(3), 267–287. doi:10.1086/428744
   Web of Science ®Google Scholar
• Jackson, T. O., & Boutte, G. (2009). Liberation literature: Positive cultural messages in children’s and young adult literature at Freedom Schools. Language Arts, 87(2), 108–116.
   Google Scholar
• Johnston, P. (2004). Choice Words. How our language affects children’s learning. Portland, ME: Stenhouse.
   Google Scholar
• King, J., & Swartz, E. E. (2015). The Afrocentric praxis of teaching for freedom. New York, NY: Routledge.
   Google Scholar
• Kissel, B., & Miller, E. T. (2015). Reclaiming power in the writer’s workshop: Defending curricula, countering narratives and changing identities in prekindergarten classrooms. The Reading Teacher, 69(1), 77–86. doi:10.1002/trtr.2015.69.issue-1
   Web of Science ®Google Scholar
• Krogstad, J. M., & Fry, R. (2014). Dept. of Ed projects public schools will be ‘majority-minority this fall.’ Pew Research Center. Retrieved from http://www.pewresearch.org/fact-tank/2014/08/18/u-s-public-schools-expected-to-be-majority-minority-starting-this-fall/
   Google Scholar
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. the remix. Harvard Education Review, 84(1), 74–84. doi:10.17763/haer.84.1.p2rj131485484751
   Web of Science ®Google Scholar
• Laman, T.T. (2013). From ideas to words: Writing strategies for english language learners. Portsmouth, NH: Heinemann.
   Google Scholar
• Lazar, A. (2007). It’s not just about teaching kids to read: Helping teacher candidates acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411–443. doi:10.1080/10862960701675291
   Web of Science ®Google Scholar
• Leland, C., & Harste, J. C. (2005). Doing what we want to become: Preparing new urban teachers. Urban Education, 40, 60–77. doi:10.1177/0042085904270374
   Web of Science ®Google Scholar
• Lewison, M., & Heffernan, L. (2008). Rewriting writer’s workshop: Creating safe spaces for disruptive stories. Research in the Teaching of English, 42(4), 435–465.
   Web of Science ®Google Scholar
• Machado, E., Vaughn, A., Coppola, R., & Woodard, R. (2017). “Living life through a colored lens”: Culturally sustaining poetry in an urban literacy classroom. Language Arts, 94(6), 367–381.
   Google Scholar
• Majors, Y. (2003). Shoptalk: Teaching and learning in an African American hair salon. Mind, Culture, and Activity, 10(4), 289–310. doi:10.1207/s15327884mca1004_3
   Google Scholar
• McCarthey, S. J. (2008). The impact of no child left behind on teachers’ writing instruction. Written Communication, 25(4), 462–505. doi:10.1177/0741088308322554
   Web of Science ®Google Scholar
• Meyer, R. (1999, May 25). ‘Nappy hair’: Still touchy class subject. Los Angeles Times. Retrieved from http://articles.latimes.com/1999/mar/25/news/mn-20855
   Google Scholar
• Milner, R. (2014). Rac(e)ing to class: Confronting poverty and race in schools and classrooms. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi:10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Paris, D., & Alim, S. (2014). What are we seeking to sustain through culturally sustaining pedagogies? A loving critique forward. Harvard Educational Review, 84(1), 85–100. doi:10.17763/haer.84.1.982l873k2ht16m77
   Web of Science ®Google Scholar
• Saldaña, J. (2012). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• U.S. Department of Education. 2016. Office of Planning, Evaluation and Policy development, Policy and Program Studies Service, The State of Racial Diversity in the Education Workforce. Washington, DC. http://ww2.ed.gov/rschstat/eval/highered/racial-diversity.pdf
   Google Scholar
• Woodard, R. (2015). Toward culturally sustaining writing instruction at the elementary level. Paper presented at the 65th annual meeting of the Literacy Research Association, Carlsbad, C.A.
   Google Scholar
• Woodard, R., Machado, E., & Vaughn, A. (2016). “I think this is more important than alliteration at the end of the day”: Culturally sustaining writing instruction in elementary and middle school classrooms. Paper presented at the 66th meeting of the Literacy Research Association, Nashville, TN.
   Google Scholar
• Woods, A., Baroutsis, A., Kervin, L., & Comber, B. (2017). Learning to write should not be hijacked by NAPLAN: New research shows what is really going on [Web log post]. Australian Association for Research in Education. Retrieved from https://www.aare.edu.au/blog?p=2412
   Google Scholar
• Zapata, A., Laman, T.T., & Seely Flint, A. (2017). Multilingual and multimodal language arts instruction in preschool and elementary schools. In Lapp, D. & Fisher, D (Eds), The handbook of research on teaching the english language arts (4th ed., pp. P 360–384). New York, NY: Routledge.
   Google Scholar
• Zeichner, K. (2010). Rethinking connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. doi:10.1177/0022487109347671
   Web of Science ®Google Scholar
• Zygmunt, E., & Clark, P. (2015). Transforming teacher education for social justice. New York, NY: Teachers College Press.
   Google Scholar